A5034137254- Science Education and Pedagogy
- Problem and Project Based Learning
- Innovative Teaching Methods
- Design Education and Practice
- Science Education and Perceptions
- Experimental Learning in Engineering
- Biomedical and Engineering Education
- Species Distribution and Climate Change
- Evaluation of Teaching Practices
- Innovative Teaching and Learning Methods
- Career Development and Diversity
- Service-Learning and Community Engagement
- Museums and Cultural Heritage
- Educational Strategies and Epistemologies
- Mindfulness and Compassion Interventions
- Online Learning and Analytics
- Neural dynamics and brain function
- Animal and Plant Science Education
- Research, Science, and Academia
- E-Learning and Knowledge Management
- Online and Blended Learning
- Student Assessment and Feedback
- Innovations in Educational Methods
- Climate Change Communication and Perception
- Educational Environments and Student Outcomes
Tufts University
2020-2024
Vanderbilt University
2020-2024
University of Nebraska–Lincoln
2023-2024
Youth Development
2023
University of Wisconsin–Extension
2023
Film Independent
2023
University of Colorado System
2021
University of Colorado Boulder
2016-2021
In this article we describe a partially flipped Introductory Linear Algebra course developed by three faculty members at two different universities. We give motivation for our design and implementation in detail. Two main features of are team-developed preview videos related in-class activities. share quantitative data qualitative lessons learned to project.
BioBlitzes, typically one-day citizen science (CS) events, provide opportunities for the public to participate in data collection research and conservation, potentially promoting deeper engagement with science. We observed 81 youth at 15 BioBlitzes U.S. U.K., identifying five steps participants use create a biological record (Exploring, Observing, Identifying, Documenting Recording). found 67 engaged least one of steps, but seldom all, rare participation Recording which is crucial...
Abstract Background Elementary educators are increasingly asked to teach engineering design, motivating study of how they learn this discipline. In particular, there is a need examine teachers reason about pedagogical situations and dilemmas in engineering—how draw on their disciplinary understandings, attention students' thinking, practices support learning. Purpose/Hypothesis The purpose our qualitative was elementary teachers' reasoning an online graduate program. We asked: What stances...
Abstract Background Despite the prevalence and potential of K–12 engineering outreach programs, moment‐to‐moment dynamics educators' facilitation learning experiences are understudied. There is a need to identify teaching moves explore implications these moves. Purpose/Hypothesis We offer preliminary framework for characterizing in relation principles ambitious instruction. This study describes identifies opportunities afforded by Design/Method Through discourse analysis video recordings...
Abstract Developing Teacher Noticing in Engineering an Online Professional Development Program is NSF DRK12 project that studies how K-12 teacher learning engineering unfolds online graduate certificate program. The focused on understanding structures help develop teachers’ abilities to notice students’ thinking. However, as the has unfolded research expanded other areas of investigation. This paper and associated poster shares a summary project’s work date.
This study was conducted in a museum-based lab setting where scientists research the genetics of taste. Unlike academic labs with graduate students, museum model trains volunteers (community scientists) who are (in true citizen science fashion) primarily responsible for enrolling guests into clinical studies; thus, they collect bulk data research. Like most public participation research, non-professional contributions have historically been largely limited to collection; however, this shows...
Abstract Background Engineering's introduction into K–12 classrooms has been purported to support meaningful and inclusive learning environments. However, teachers must contend with dominant discourses embedded in US schooling that justify inequitable distributions of resources. Purpose Drawing on Gee's notion discourses, we examine how incorporate language legitimizing socially culturally constructed values beliefs. In particular, focus the discourse ability hierarchy—reflecting sorting...
This article describes a partially flipped course design for Calculus II which has been implemented by varied instructional team at medium-sized public engineering university (Colorado School of Mines (Mines)) over period three years. We have identified main factors contributed to the success implementation: (1) institutional support teaching, (2) use evidence-based practices, and (3) creation faculty community. demonstrate both student through assessment data interviews. Success is defined...
Abstract Click2Engineering.org is a recently launched, free professional development website designed to help informal (e.g., afterschool, museum, summer camp) and PK-8 educators develop their own understanding of engineering practices an mindset – in order engage youth learners more authentically activities. The includes host research-based resources, including brief practice-focused Learning Blasts, videos engaged activities, blogs, learning facilitator guides, provides webinars...
Abstract This research paper describes a study of elementary teacher learning in an online graduate program engineering education for in-service teachers. While the existing on teachers focuses their disciplinary understandings and beliefs (Hsu, Cardella, & Purzer, 2011; Martin, et al., 2015; Nadelson, Van Haneghan, 2015), there is increasing attention to teachers' pedagogy (Capobianco, Delisi, Radloff, 2018). In our work, we pedagogical sense-making reflection, which, argue, critical...
Abstract As K-12 engineering education becomes more ubiquitous in the U.S, increased attention has been paid to preparing heterogeneous group of in-service teachers who have taken on challenge teaching engineering. Standards emerged for professional development along with research teacher learning that call facilitate and support environments. Given many may not experienced practice calls made engage teaches “doing” as part their preparation. However, there is a need studying specific nature...
Principal Component Analysis (PCA) is a highly useful topic within an introductory Linear Algebra course, especially since it can be used to incorporate number of applied projects. This method represents essential application and extension the Spectral Theorem commonly variety fields, including statistics, neuroscience, image compression. We present synopsis PCA include examples that upper-level mathematics courses engage undergraduate students while introducing them one most widely...
Abstract As K-12 engineering education becomes more ubiquitous in the U.S, increased attention is being paid to how teachers are prepared lead learning experiences their classrooms. Most teacher initiatives emphasize familiarizing with concepts and helping them implement given curriculum. In addition, many limited duration short workshops or programs. Recent calls from National Academies others have emphasized that should be involved professional development over sustained time period allow...
Abstract Developing a strong engineering identity, or sense of belonging in engineering, is essential to pursuing and persisting the field. Participating an outreach program widely seen as opportunity for youth ignite increase identity engineer. As early elementary school, evaluate their experiences, interests, successes make choices about possible futures. Although these experiences influence future participation in, pursuit of, persistence studies development have concentrated on...