Faculty and students in the news
Dr. Charles Henderson is the the author of a recent journal publication:
Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984. doi:10.1002/tea.20439
Dr. Megan Grunert received "The Stanley Kirschner Award" from the Michigan College Chemistry Teachers Association for a presentation she gave at their fall meeting, November 12, 2011. The board votes on the best presentation from the meeting. The title of her presentation was "Re-setting: How the Pedagogical Ecology of Academia Influences the Development of Women's Self-Efficacy Beliefs in Chemistry."
Dr. Megan Grunert and Dr. George M. Bodner have a paper published in the December issue of the ICASE Bulletin titled Underneath it all: gender role identification and women chemists’ career choices (Science Education International, Vol.22, No.4, December 2011, Special Issue, 292-301.)
Dr. Renee' Schwartz is the author of a book chapter for a recent Springer publication:
Schwartz, R. S. (2011). The nature of scientists’ nature of science views. In M. S. Khine (Ed.), Advances in nature of science research: Concepts and methodologies. Springer Publishers. p.153-188.
William Mamudi was awarded a Graduate Student Travel Grant, which covered costs for his attendance and presentations at the 2011 Summer Meeting of the American Association of Physics Teachers and the Physics Education Research Conference, both in Omaha, NE.
Dr. Megan Grunert presented some of her work at a Gender and Women's Studies seminar on the campus of Western Michigan University, on Thursday, October 20. The presentation was titled: "Underneath it All: Gender Role Identification and Women Chemists' Career Choices."
Tammy Coleman gave a talk on "Positive Emotions in Nature as a Precursor to Perceptions of Learning" at the annual meeting of the Great Lakes Place-based Education Conference in November of 2011.
MISE students and faculty made a great showing at the recent 2011 Geological Society of America national conference, Oct 9-12 in Minneapolis, MN. Graduate students Jeff Barney, Caitlin Callahan, Matthew Ludwig, Kate Rowbotham, and Amy Bentz, undergraduate Geography student Andrew Johnson, plus GEOS/MISE faculty member Heather Petcovic all made presentations that included:
Dr. Charles Henderson’s research about the spread of research-based teaching strategies was featured prominently in a major initiative recently announced by the Association of American Universities (AAU). The goal of this five-year initiative is to improve the quality of undergraduate teaching and learning in science, technology, engineering, and mathematics (STEM) fields at its member institutions. Several of Henderson’s articles were cited in the report and the framing of the initiative was based on Henderson et al.’s categorization of change strategies.*
“To effect change in undergraduate STEM teaching, researchers have identified four strategies: 1) disseminating curricula and pedagogy; 2) developing reflective teachers (defined as those who use their own knowledge/experience/skill to improve their instructional practices); 3) enacting policy (including incentives and quality assurance measures); and 4) developing shared visions (including departmental-level collaboration and institutional-level actions). To be successful at changing teaching, especially in classes taken during the first two years of college, AAU’s effort must include aspects of all of these.”
-from AAU discussion draft
*Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature, C. Henderson, A. Beach and N. Finkelstein. To appear in Journal of Research in Science Teaching
Charles Henderson has received a new grant from the National Science Foundation, “Collaborative Research: Increasing the Impact of TUES Projects through Effective Propagation Strategies: A How-To Guide for PIs”, NSF#1122446. Dr. Henderson will lead this $764,880, four-year collaborative project along with Renee Cole (University of Iowa) and Jeff Froyd (Texas Engineering Experiment Station). WMU will receive $456,208.
This goal of this project is to promote wider adoption and adaptation of research-proven learning materials and teaching strategies by undergraduate science and engineering faculty. This will be accomplished through the study of existing programs as well as work with curriculum developers to design more effective propagation strategies.
MISE faculty (Charles Henderson, David Schuster), Staff (Betty Adams), Post Doc (Chandra Turpen), and Graduate Students (Ramón Barthelemy, William Mamudi) attended the recent American Association of Physics Teachers Summer Meeting and the Physics Education Research Conference, both in Omaha, NE. They made a total of 18 presentations at these meetings and submitted 7 articles to the Peer-Reviewed Conference Proceedings:
Submissions to Peer-Reviewed Conference Proceedings
Dr. David Schuster and Dr. David Rudge presented at the 11th International History, Philosophy and Science Teaching Group (IHPST) biennial meeting, which was held at Aristotle University in Thessalonki, Greece from July 1-5, 2011. David Schuster presented his paper “The Law of Refraction: A Guided-Discovery Approach with a Counterpart in History.” David Rudge shared a paper co-written with MISE graduate student, Janice M. Fulford, entitled “The Role of Visual Imagery in Textbook Portrayals of Industrial Melanism” as his presidential address. He finished his term in office at the business meeting and will serve on the IHPST Council for the next two years as Past President. This past June Janice Fulford was elected Student Member of the IHPST Council and will also serve for two years.
David Rudge also presented four posters on behalf of MISE graduate students: Andrea M-K Bierema & D. W. Rudge “Teaching the Nature of Science Concept of Multiple Methods in Science and the Ecological Concept of Character Displacement Using a Historical Episode”; Tammy C. Coleman & D.W. Rudge “Darwin and the Culture That Shaped Evolution”; Janice M. Fulford & D. W. Rudge “Rivers on Fire: Icebergs Melting, Using the History of Science to Teach the Nature of Science”; and, W. O. Mamudi & D. W. Rudge “The Historical Approach of Teaching Atomic Model”. Papers associated with all six presentations have been published in a conference proceedings volume.
Several faculty members and MISE graduate students attended the international conference of the National Association for Research in Science Teaching, held in Orlando, FL, April 3-6, 2011. WMU was very well represented with doctoral students: Caitlin Callahan, Sarah Krajewski, Lloyd Mataka, Amy Bentz, Kelly Sparks, Tammy Coleman, Andrea Bierema, Aparna Sharma, and Leah Cook! Presentations by MISE faculty and students included:
Dr. Renee' Schwartz participated in the invited NARST Presidential Symposium, “Inquiry, Nature of Science, and Scientific Practices.” Her talk was titled, "Assessing Nature of Science Knowledge."
Dr. Renee' Schwartz & MISE faculty specialist Brandy Skjold presented the paper "Preservice teachers’ conceptions of scientific models in a biology content course."
Dr. Renee' Schwartz presented "Engaging teachers in authentic science research experiences: What impacts classroom practice?" as part of a related paper set about professional development models for improving inquiry and nature of science instruction.
MISE doctoral student Sarah Krajewski and Dr. Renee' Schwartz presented the paper "A reflective journey of learning to teach nature of science in an undergraduate biology course." Sarah conducted and presented this research as part of her Early Research Requirement in the MISE doctoral program.
Dr. Bill Cobern participated in the invited panel discussion for the Graduate Student Forum. This session addressed issues of relevance to graduate students and early career scholars as they navigate completion of their degrees and the tenure process.
Dr. David Schuster and Dr. Bill Cobern presented a paper entitled “Assessing Pedagogical Content Knowledge of Inquiry Science Instruction” as part of a related paper set on Measuring Teacher Inquiry Knowledge.
Matthew A. Ludwig, Amy E. Bentz, and Herb Fynewever published "Your Syllabus Should Set the Stage for Assessment for Learning," in the Journal of College Science Teaching, vol 40, p. 20-23.
The Advancing the Science of Limnology and Oceanography Conference was held in San Juan, Puerto Rico in February. Over 1700 scientists from around the world presented research relating to "'Limnology and Oceanography in a Changing World." The ASLO conference brought together an international group of freshwater and marine scientists to meet the challenge of global change, exploring diversity and connections across the range of aquatic systems impacted by humans. The ASLO Aquatic Sciences Meeting is a widely recognized venue for scientific exchange across all aquatic disciplines; however, the area of aquatic science education research is only beginning to emerge at ASLO.
Kate Rowbotham, graduate student, presented a poster titled "Student Conceptions of Eutrophication and Biogeochemical Cycling in a Field-Based Undergraduate Course" in the "Student Engagement in Education and Public Outreach" poster session at the ASLO Conference. During her poster presentation, Kate had numerous conversations with attendees from around the world, most of whom were very interested in her research from a practical standpoint and wanted to talk about how to improve their own courses or create new field-based courses in which their students could conduct authentic field research, much like the students in the course Kate examined.
Congratulations to the following MISE graduate students who made presentations at the annual meeting of the Michigan Science Teachers' Association:
Dave Rudge's article "Tut-tut Tutt, Not so Fast: Did Kettlewell Really Test Tutt's Explanation of Industrial Melanism?" has just been published in the latest issue of the journal, History and Philosophy of the Life Sciences, 32(4):493-520.
Posted: February 28, 2011
Charles Henderson has been appointed to the National Academy of Sciences Committee on Undergraduate Physics Education Research and Implementation. This committee is charged with developing a series of recommendations for implementing best teaching practices on a wider and more sustained basis. These recommendations will be directed to academic institutions, educational policy makers and funding agencies.
Posted: February 10, 2011