In this presentation I will discuss my own, somewhat tentative, approach for getting started with cooperative group work in the general chemistry classroom. The net impact has been very positive as student groups created and sustained a dynamic classroom environment by becoming actively engaged in problem solving, sharing ideas, providing feedback, and teaching each other. I will provide examples of group projects, assessment of the outcomes, and a discussion of the problems that were encountered. I will also include a preliminary report on the introduction of student-active learning in the organic chemistry classroom during the fall 2000 semester.
May 2, 2000 Julian Tyson:
Redesigning Chemistry Courses: reflections on the STEMTEC impacts
on Chem 312.
UMass Chemistry department
STEMTEC involvement can be
a way for professors to clarify what
they want to achieve in the classrooms. While many new ideas
are
suggested at the workshops, professors may spend several semesters
working
out what the new methods mean, in practice, for their particular course,
Julian Tyson will speak
about many of the strategies she has
implemented in her Chemistry 312 course at UMass, some positive
and some
in progress. Among the innovations she has tried, a obvious major
change
has been the introduction of a teaching requirement. Student
reaction to
this part of the course varies between neutral to very positive.
Among the other topics to
be touched upon during the talk are:
student resistance to group work and co-operative learning, alternative
forms of assessment, the use of multiple choice homework exercises
as a
grading time saver and improvements in exam style and questions.
for more information about Julian Tyson, to go www.chem.umass.edu/Tyson/Tyshort.html
April 25 - Sheila Tobias:
In-Class Examinations in College Level Science: New Theory, New
Practice
Sheila Tobias and her colleague, Jacqueline Raphael, have compiled narrative
descriptions of college instructors' efforts to enlarge and alter the in-class
examinations. They use these narratives to demonstrate that while
faculty may not test what they value, in time student come to value what
they test. An image of science emerges from traditionally constructed
tests that dis-serves both the "second tier" student and the science major.
It is becoming obvious, if it wasn't before, that examinations drive student
behavior.
Efforts to modify curriculum and pedagogy without equivalent attention
to modifying testing and grading practices is, the authors think , inadequate.
For more information about Sheila Tobias, go to http://www.sheila.tobias.net/
April 18, 2000 Edward Connors:
Curriculum Standards in School Mathematics: Past, Present, and Future
Department of Mathematics and Statistics, UMASS Amherst,
Department of Mathematical Sciences United States Military Academy,
West Point
In Curriculum and Evaluation Standards for School Mathematics (1989), the National Council of Teachers of Mathematics (NCTM) cited three reasons for "groups" to formally adopt a set of standards: to ensure quality, indicate goals, and to promote positive change. On 12 April 2000, NCTM will release Principles and Standards for School Mathematics: Standards 2000. An October 1998 Discussion Draft, described Standards 2000 as a "next step by NCTM in efforts to ensure quality, indicate goals, and promote positive change in mathematics education in grades pre-K12." This "next step" is timely for the Commonwealth of Massachusetts and the Nation, as educators, policy experts, and citizens craft a mathematics curriculum for the teachers, students, and administrators of the 21st Century.
In this presentation, Ed Connors will place the NCTM Standards in the
context of post -Sputnik reform in mathematics education. If time allows,
there will be analysis and commentary on what the media have dubbed MATHWARS.
Dr Connors' perspective combines his experiences as a student, mathematician,
mathematics educator, administrator, and parent.
For more information about Paul Jablon, go to http://www.math.umass.edu/Fac_Staff_Students/Faculty/Connors/
April 4, 2000: Mort Sternheim and STEMTEC
PIs
STEMTEC: success stories and innovations from a K-16 education collaborative
STEMTEC, an initiative to improve math and science teaching from kindergarten
through college levels, is almost 3 years old. This talk will present an
update of the project as well as tell some of its success stories.
The STEMTEC project's main focus is helping teachers, and prospective
teachers, to learn the most effective ways of teaching math and science.
This has been done by linking the Five Colleges with area community colleges
and neighboring school districts. The collaborative nature of the
program has been strong. From increasing women and minorities in
science to recruiting gifted future teachers to improving introductory
college courses, STEMTEC has had a broad reaching effect on the valley
and the state’s educators. Based solidly on the theory that future
educators teach as they were taught, STEMTEC has focused on both college
pedagogy and future teacher training.
March 21, 2000 Jablon, Paul: At-risk HS students
and science as part of an interdisciplinary project, a success story.
Assistant Professor at the School of Ed, UMass Lowell
Despite the effective implementation of the best practices espoused
by the National Science Standards for science classrooms, it has become
evident that an alarming percentage of students are not in any fashion
engaged in science learning. In many cases by the time students are sophomores
in high school, many cut their science classes or are truant from school
completely. Most teachers believe these disengaged students to be unreachable.
In contrast, a program originally based in a public school in New York
City demonstrated remarkable success both in science achievement, attendance,
and graduation rate with this disengaged population. Results of an eleven
year longitudinal
study of the structure and results of the program will be interspersed
with actual footage of the program in operation, including interviews with
students, teachers, and graduates.
Besides being an Associate Professor of Science Education at UMass Lowell, and previously running the undergraduate and graduate science education programs in science education at Brooklyn College (CUNY), Paul Jablon was a high school science and interdisciplinary teacher for 19 years in New York City public schools. He was also one of the creators, developers, directors, and teachers of the program under discussion.
For more information about Paul Jablon, go to http://gse.uml.edu/fsframe.htm
March 7, 2000 Steve Levey:
Distance Learning: Where Is It "Growing?"
Office of Extended Engineering Education, UMass at Amherst
Distance learning, be it through video instructional programs or over the internet, is growing at a rapid rate. This is clear from reviewing the increase of courses, programs and enrollments over the past several years both at UMass and worldwide. However, it is also clear that distance learning is not for everyone. During this talk, an overview of distance learning will be discussed along with factors vital to its effective delivery. This effective delivery goes beyond the simple implementation of technology and works to bridge the physical gap between student and faculty.
For more information about about Steve Levey, go to http://www.ecs.umass.edu/vip/summer99/staff-levey.html
Feb 15, 2000 Tom Keating:
Design and Implementation of an On-line Professional Development
Community: A Project-based Learning Approach
Assistant Professor at the School of Education, Boston College
Tom Keating Science education seminars often lack a rich experience and active context within which students are exposed to the theoretical, pedagogical, or content knowledge of their discipline. This talk reports on the application of a situated, project-based learning environment in the context of a graduate student education seminar. The product of the seminar was the Internet Learning Forum (ILF), a video centered, Web-based learning forum. The ILF was designed to support an online community of in-service and pre-service mathematics and science teachers. The design and development of the ILF provided an authentic situated learning experience for the participating students and faculty.
For more info on Tom Keating, go to www2.bc.edu/~keatingt/
February 1, 2000 Larry Bangs:
Bridging Disciplines through Technology
Curriculum Developer and president of wildridge.com
Computers have become a cornerstone of educational practices. Current generations of computer software, using the visual and textual possibilities of modern computers, have begun to fulfill the dream of cross-discipline integration in school's curriculums. Larry Bangs will present a glimpse of a curriculum developed for a computerized delivery. The discussion will look at a computerized presentation of an integrated study of astronomy, mythology, mathematics, physics and history, and a look at a program which integrates the studies of mathematics, music and physics. Students exposed to this integrated style of learning have overcome dyslexia and poor leaning habits to attain degrees with many honors from such schools as Dartmouth, Princeton, Columbia, Williams, Bowdoin, and the University of Vermont.
Learn more about Larry Bangs and his curriculum at www.wildridge.com
Fall 1999
Tuesday, September 21, 1999, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Ten Equations that Changed Biology and Could Change Biology Education"
John Jungck
Department of Biology, Beloit College
Mathematics has played exceptionally important roles throughout the history
of biology. Frequently, these roles have been unappreciated in biology
curricula because textbook authors assume that biology students have an
inadequate mathematical preparation. This practice: (1) deskills many
biology students, (2) is inconsistent with our requirements, (3)
misrepresents contemporary biological research, and, hence, (4)
underprepares students to read much of the biological research literature or
to contribute in many areas of biology. However, the recent calculus reform
movement has empowered thousands of American undergraduate biologists to
become proficient in the use of mathematical software packages that could be
used to investigate the behavior of many famous mathematical models in
biology. But where can they look? There are numerous recent texts in
mathematical biology, research journals, web sites, and some advanced
biological texts which are replete with numerous models. However, there is
a need to identify a succinct list of achievements that represent the power
of mathematics in biology. The BioQUEST Curriculum Consortium has
instantiated many of these mathematical models in computer simulations
designed to help students develop long-term strategies of research. Hence,
ten equations, a brief description of their historical importance, and
investigative laboratory activities will be presented in order to draw
students' and faculty's attention to a variety of mathematical models that
are intrinsic to many of the significant discoveries in twentieth century
biology and which provide a foundation for a more conceptual approach to
biology education.
Tuesday, October 5, 1999, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
William Gerace
Department of Physics and Astronomy, UMass
Electronic Classroom Communication Systems: Past, present, and future (at
UMASS anyway)
Classroom communication systems (CCSs) provide opportunities for
innovative pedagogy but are not all fun and games. Employing any
technology in instruction is not without its problems and a CCS is no
exception. The extent to which the difficulties are worth the effort
is, of course, a function of the instructors style and instructional
goals. The two CCSs that have been employed at UMASS will be described
and compared. The virtues, limitations and fiscal viability of both
Classtalk and PRS will be discussed.
Tuesday, October 19, 1999, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
Junior Writing for Biologists at UMass: A model for science/math?", Joe
Kunkel, Department of Biology, UMass
The Junior Writing Course in Biology is inherently a project based learning
course but after a STEMTEC Workshop the course was thoroughly revised. Each
of six projects was modified to increase student-active and group
participation.
Base groups with a balanced experience constitution are established using
voluntary ordering and random assignment. A walk-around during the initial
meeting serves to establish bonding within the base groups. Random groups
are used within exercises to stimulate student interaction and familiarity
with
ad hoc group cooperation. Digital images of, and by, students are used to
encourent interaction and name recognition. A WWW site with the entire
course
plan is available at URL:
http://bcrc.bio.umass.edu/courses/fall99/biol/biol312k/ to
complement and help elucidate the course.
Tuesday, November 2, 1999, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Science Through the Multiple Intelligences; Patterns that Inspire Inquiry"
Robert Barkman
Department of Education, Springfield College
For centuries, intriguing patterns have inspired scientific inquiry and
theories to explain them. Beginning with a pattern for students to discover
rather than scientific principles to memorize is compatible with how the
brain constructs meaning. Observation of patterns stimulates burning
questions and creates a need to know. The workshop will feature the role
that multiple intelligences, particularly the eighth, play in developing
pattern recognition skills and guiding students to construct knowledge and
experience real learning.
Tuesday, November 16, 1999, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Engaging Learners over the Internet: The Nutrition Online Experiences"
Nancy Cohen
Department of Nutrition, University of Massachusetts
Nutrition Online is comprised of net-courses offered for teachers and for
nontraditional undergraduate students by the UMass Department of Nutrition,
STEM Institute, and UMassK12. In this presentation, ways that are used to
engage learners and encourage participant-participant interaction in the
Nutrition Online courses, including threaded discussion and debates, quizzes
via OWL or self-tests, small group projects, and chat will be described.
Learner response to the methods used in the courses, as well as differences
in perceptions and participation by teachers, nontraditional students, and
traditional undergraduate students will be discussed. Lessons learned by
the Nutrition Online team will also be addressed.
Tuesday, December 7, 1999, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Field biology in the required science course: How's this bug going to
get me a job?"
Robert Dickerman
Biology Department, Springfield Technical Community College
Most students at Springfield Technical Community College (STCC) are required
to take laboratory science courses. Biology is a popular choice. In the
past year I have introduced a field biology project as a significant portion
of the laboratory component of the course. The project was added in the
belief that an important part of producing an educated student is to produce
a student with some sense of how science is done.
Students research predator/prey relationships surrounding the goldenrod gall
fly (Eurosta solidaginis), a common inhabitant of local fields. Students
develop their own questions, and design and execute research projects to
shed light on those questions. Reports are presented to their peers. A
fundamental issue is that many students are simply fulfilling a science
requirement and do not believe they have an inherent fascination with
biology, let alone small flies. Gall flies are an excellent subject for
circumventing this underlying prejudice. With the right approach, they
excite interest in science and lead to an understanding that scientific
reasoning is a part of life and not an esoteric discipline. Experiences
with this insect, and approaches to making the work relevant to students
will be discussed.
Spring 1999
Tuesday May 4, 1999, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Using Molecular Visualization Software to Teach Protein Structure and
Function at the Introductory Level"
Brian White
Department of Biology, UMass Boston
An understanding of protein structure and function is an essential component
of understanding modern biology. In order to understand how genes influence
the characteristics of an organism, students must understand how the amino
acid sequence of a protein influences its structure and function.
Traditional 2-dimensional blackboard or textbook presentations do not
adequately present the 3-dimensional nature of proteins. Molecular
visualization software allows the user to explore a 3-d chemical structure.
I have developed several web-deliverable lecture presentations on protein
structure as well as several lab sessions where the students use this
software to explore various chemical and protein structures.
Wednesday April 21, 1999, 4 PM, Gunness Conference Room, Marcus Hall
University of Massachusetts Amherst
"Interactive Geometry on the Internet"
Thomas Banchoff
Department of Mathematics, Brown University
Interactive computer graphics every day changes the way we do mathematics
and the ways we communicate it to our students and our colleagues. In this
online presentation, we will examine several "paperless" course experiments
in multivariable calculus, linear algebra, and a mathematics course for
non-concentrators on The Fourth Dimension, taught at Brown, and last
semester at Yale. We will also view a totally electronic journal, dedicated
to subjects that cannot be expressed in traditional publications, including
a gallery of "Surfaces Beyond the Third Dimension".
Tuesday April 6, 1999, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Community Based Learning Within the Chemistry Curriculum"
Patricia O'Hara
Department of Chemistry, Amherst College
Warranted or not, public concern exists regarding trace level contamination
of public drinking water with "xenoestrogens" or man-made compounds which
act like the growth stimulant, estrogen. A new introductory chemistry
module which has as its central theme the measurement of low levels of
xenoestrogenic pesticides in the town of Amherst's public drinking water was
recently developed (P.B.O'Hara et al, J.Chem.Ed (in press)). In summary,
students were introduced to sample handling and measurement of pH,
temperature and conductivity, and then traveled to several different sites
to collect water and perform preliminary characterization of their samples.
In subsequent weeks, the students performed various analytical techniques to
measure the levels of the pesticides which are potent estrogen mimics.
Finally, the students used molecular modeling to explore the
three-dimensional structure of three pesticide families and compared these
structures to the steroid hormones. Details of the interactions between the
college, high school, and elementary school will be presented.
Thursday March 25, 1999, 4 PM, Hasbrouck Lab, Room 138
University of Massachusetts Amherst
"What Can We Learn From The History Of Science Education?: Rediscovering
Armstrong's Heurism, (i.e. Learning by Discovery)"
Mick Nott
School of Education, Sheffield Hallam University, UK
This talk focuses on a science teaching method called heurism or learning by
discovery. This method was propounded in England by H.E. Armstrong from
1884 until his death in 1937. Armstrong developed heurism with his own
children and introduced it to schools and schoolteachers. However heurism
was resisted by many science teachers and constrained by other factors of
schooling, e.g. class sizes. Heurism was resuscitated in the 1960s through
the Nuffield curriculum projects. Armstrong's ideas have survived into the
1990s with things like investigations, constructivist methods, active
learning and authentic science. Heurism was and is constrained by the nature
of schooling and by a flawed view of the nature of science and the nature of
learning.
Tuesday February 16, 1999, 4 PM, Hasbrouck Lab, Room 138
University of Massachusetts Amherst
"Mentoring, Minorities and STEMTEC?"
Sheila Browne
Department of Chemistry, Mount Holyoke College
The teaching strategies used in STEMTEC courses, group work, active learning
and project based learning have been very valuable to my chemistry and
environmental studies classes. These same strategies, with some
modifications, can also be used to increase the retention of women and
minority students in science classes and to help in recruiting these
students in science. I will discuss how these are used in my organic
chemistry courses and how "affective strategies" aimed at student attitudes
are often just as valuable. A few small changes can make a big difference
in a student's confidence and ability to learn in a science class.
Tuesday February 2, 1999, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Changing Views: What it means to teach mathematics"
Virginia Bastable
SummerMath for Teachers, Mount Holyoke College
Since 1983, SummerMath for Teachers Program has been offering programs
examining the teaching of mathematics which are designed to provoke teachers
to examine the principles upon which they base their classroom practice.
Through this work SMT staff has developed a sense of the variety of meanings
K-12 teachers attach to the phrase "teaching mathematics" and has gathered
some sense of what it means to change those views. At this interactive
meeting, SMT staff will organize a discussion designed to engage all
participants in conversation about what "teaching mathematics" might mean to
them and for their colleagues.
Fall 1998
Tuesday December 1, 1998, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Digital Video and Computer-Based Modeling Tools"
Paul Irish
Champlain Valley Union H.S., Hinesburg, VT
Computer-based modeling tools such as STELLA=AE allow a student to construct
a model to compare to scientific observations, a critical step in the
scientific method which is under emphasized in most laboratory experiences
at the introductory level. When used in concert with computer-based data
collection tools, such as digital video, they provide students with the
capability to more deeply analyze and understand real-world events. An
example of the process as used in a physics laboratory will be presented in
depth. Additional models in other disciplines will be shown.
Tuesday November 17, 1998 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Can Physics Revitalization STEM the Decline in Majors? "
Edward S. Chang
Department Physics & Astronomy, UMass Amherst
This October, Jose Mestre and I attended the Physics Revitalization
Conference. The key ingredient that attracted over 500 applicants was the
declining number of physics majors over the last 5 to 10 years. We presented
data on our Department, including innovative teaching techniques. I will
present ideas about new tracks, industrial relation boards, recruiting
techniques, and more interactive teaching methods. I will also show the
audience how to set goals and to make plans to get from here to there.
Tuesday November 3, 1998 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Scientific Literacy for All: It's an Inside Job"
Kathleen Davis
School of Education, UMass Amherst
In this presentation, Dr. Kathleen Davis, Asst. Professor of Science
Education, will present recent research regarding issues of gender in
science and science education. She will discuss door-openers and gatekeepers
to women's and girls' legitimate participation in science activity and
careers and instructional approaches that may serve to facilitate and
support students' engagement and learning in science.
Tuesday October 20, 1998, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Computers and assessment, Thinking and learning "
Donald P. Buckley
University of Hartford
Assessment tools can be important features of interactive multimedia
learning environments, providing feedback, encouraging mindful engagement,
providing incentives to strive for high levels of competency, and enabling
collection of diagnostic information about the learning needs of
individuals. However, assessment assumes more subtle guises in the
open-ended environments that facilitate the development of critical inquiry
skills. A provisional taxonomy of learning goals and assessment designs will
be suggested, with examples.
Tuesday October 6, 1998, 4 PM, Hasbrouck Lab, room 138
University of Massachusetts Amherst
"Waking Them Up: Ways to Involve Our Students during Class"
Sandra L. Rhoades
Mathematics Department, Keene State College, Keene, NH
Do you spend more time lecturing than you'd like to? Are you interested in
easy-to-use ways to integrate active learning into your classroom? These
issues will be the focus of this colloquium. We'll discuss simple active
learning techniques that can be easily integrated into a traditional lecture
or that can be used in non-lecture classes. Participants will also reflect
on and discuss implementing these techniques in their own classes.
Tuesday September 15, 1998, 4 P, Hasbrouck Laboratory Rm. 138
University of Massachusetts Amherst
"Teaching Human Biology through Medical Cases"
Merle S. Bruno
School of Natural Science, Hampshire College
For three years, the introductory level Human Biology course at Hampshire
College has been taught using actual medical case studies which are analyzed
and "solved" by groups of first semester students. This is a STEMTEC course
in which cooperative learning techniques and regular student feedback have
been introduced to improve the effectiveness of group work. In this
seminar, an example of the approach used in class will be presented.
Spring 1998
Tuesday May 5, 1998, 4 PM, Marcus Hall, Gunness Conference Room
University of Massachusetts Amherst
"Ethiopian Number System and its Relation to Education"
Ayele Bekerie
African Studies & Research Center, Cornell University
In their determination to develop a knowledge system reflective of the
cultural accomplishments and social cohesion of a diverse people, the
Ethiopians successfully invented and utilized a writing system with some
distinct properties, including a number system. The numerals of the system
were adopted from the Ethiopic writing system. They also assigned numeral
values for the 182 syllographs (syllabic letters) of the system, which has
26 main syllographs by 7 sound categories. The first column or sound
category is named Ge'ez which means free or SUNDAY. The number values of
this coulumn are used for the coding and decoding of a whole category of
knowledge, such as reckoning of time, astronomy and cultural calendar. For
instance in Ethiopia, we find the division of the year into 12 months of 30
days each, and to each five or six days are added.
The purpose of this paper is to demonstrate the use of a numbering system in
the construction and dissemination of knowledge within the Ethiopian
Tewahedo Christian tradition.
Tuesday April 7, 1998, 4 PM, Marcus Hall, Gunness Conference Room
University of Massachusetts Amherst
"Life is not a Lecture: Implications of the Changing Economy for Teaching and
Learning"
Andrew Churchill, Hampshire County School To Careers Partnership and Lonnie
Kaufman, Amherst Public Schools;
Participants will engage in an interactive exercise to identify the skills
and knowledge necessary for success in today's world and today's workplace.
In addition, we will explore the implications of this information on the
teaching and learning occurring in our classrooms. Participants will also
view a video which presents a first-hand view of the skills and practices
demanded from today's workers. Finally, we will introduce ways in which the
School-to-Career initiative is attempting to address these issues within our
local schools and communities.
Monday March 23, 1998, 4 PM, Marcus Hall, Gunness Conference Room
University of Massachusetts Amherst
"Personal Response System: A Wireless Student Response System for Promoting Active
Learning"
Nelson Cue
Department of Physics
The Hong Kong University of Science and Technology
A new wireless student response system designed and developed at HKUST for
implementing active learning in the classrooms will be demonstrated. This
so-called Personal Response System (PRS) uses infrared transmitters, not
unlike those used with TVs and VCRs, to transmit student answers to a
receiver. A computer analyzes the responses and prepares a histogram of the
class response, which is then projected on a screen to provide feedback to
the instructor and the students. Each transmitter is "programmed" with a
unique ID number, allowing the computer to "recognize" the origin of each
response, thereby facilitating functions such as quiz administration and
tabulating class attendance. A few transmitters will be available for the
audience to try out.
Tuesday March 3, 1998, 4 PM, Marcus Hall, Gunness Conference Room
University of Massachusetts Amherst
"Teaching and Learning Against Our Will: The Role of Volition in Mathematics
Classrooms"
Portia C. Elliott
TECS Department Chair, UMass
Teachers of K-12 mathematics must organize environments and guide
interactions so as to ensure that children stay engaged volitionally.
Creative problem solving is thwarted when we do not attend to this important
factor in the learning process. During this presentation, we will discuss
ways to capitalize on modality strengths, to develop cognitive abilities, to
assuage mathematics anxieties while engaging the "will" of learners.
Tuesday February 3, 1998, 4 PM, Marcus Hall, Gunness Conference Room
University of Massachusetts Amherst
"Misconceptions and Science: Two Birds with One Projectile"
Peter Letson
Department of Physics, Greenfield Community College
This talk will consider two challenges in science education. First,
misconceptions are integrated into a student's understanding of the world
before they arrive in a course and are not effectively addressed by
lecturing. Second, traditional laboratory exercises, which illustrate well
accepted theories but do not exemplify the scientific method, explain away
discrepancies in the data rather than honor them.
Fall 1997
Tuesday December 2, 1997, 4 PM, Hasbrouck Lab, Room 113
University of Massachusetts Amherst
"Immediate Feedback and Reinforcement in the Classroom"
Nelson Cue
Department of Physics, The Hong Kong University of Science and Technology
Kowloon, Hong Kong SAR
Immediate feedback and reinforcement are key ingredients of active learning.
These could be addressed to all students in class by using the "Studio"
approach or a classroom communication system (or student response system).
Both approaches have been tried at HKUST. The experience has led us to
develop a low-cost wireless system, called Personal Response System (PRS),
that could significantly impact classroom instruction at all levels.
Tuesday November 18, 1997, 4 PM, Hasbrouck Lab, Room 113
University of Massachusetts Amherst
"The Internet and Education"
Aura Ganz
Associate Professor, Electrical and Computer Engineering, UMass
The Internet provides an opportunity to change the way education is
delivered. The Internet and telecommunications media allow educators to
bring valuable learning resources to their students regardless of time and
place. Through the World Wide Web students can access course materials,
including visualization and sounds, anytime and anywhere.
A number of key elements of the Internet's ability to help classroom
education will be presented. As an example, the Internet course developed
for freshmen engineering class will be presented.
Tuesday, November 4, 1997, 4 PM, Hasbrouck Lab, Room 113
University of Massachusetts Amherst
"Authentic Computer Investigations on the WWW"
Eric Klopfer
Technology Coordinator at Amherst Jr./Sr. High, Amherst, MA
The current rush of computers into the classroom is fueled almost solely by
the great attraction of the Internet and its vast resources. But is it
really useful to us as educators? While the Internet allows massive rapid
deployment of information, the majority of its contents provide little
benefit over lower tech solutions. I present an example of a fully
interactive authentic scientific investigation (on the evolution of
cooperation) that I developed to make better use of the potential of the
Internet. I will also point out other similar resources that are available.
Tuesday October 21, 1997, 4 PM, Hasbrouck Lab, Room 113
University of Massachusetts Amherst
"Teaching for Active Learning: How do you know when it happens? What
evidence will you accept?"
Diane Ebert-May
Science and Mathematics Learning Center, Department of Biological Sciences
Northern Arizona University, Flagstaff, AZ
The seminar will model innovative instructional strategies we have developed
and empirically tested in a large introductory biology course at Northern
Arizona University with funding from the NSF. We will examine various
assessment strategies used to provide data about student learning and how we
use this information to inform our decisions about curriculum and
instruction.
Tuesday, October 7, 1997, 4 PM, Hasbrouck Lab, Room 113
University of Massachusetts Amherst
"Ways of Knowing": Science as the Scientists Do It
S. Leslie Blatt
Professor of Physics and Education, Clark University, Worcester, MA
We have been developing a set of courses for teachers-to-be (already
extended to in-service teachers) combining subject area content and methods
based on how practitioners in the field actually do their
academic/professional work. "Ways of Knowing in the Sciences" is the pilot
course in this series. I will describe the mix of activities, readings,
discussions, and writing opportunities used in the course, and the responses
and results gathered thus far. Our approach seems to be working for
everyone: faculty, teachers, and students. Now we are trying to understand
why!
Tuesday September 16, 1997, 4 PM, Hasbrouck Lab, Room 113
University of Massachusetts Amherst
"Tune In and Turn on to WGBY's Telecommunication Services for
Massachusetts Educators"
Sarah Cothran, WGBY/TV Teacher Media Services, Springfield, MA
Kate Rhodes, Coordinator for WGBY Teacher Media Service
WGBY/TV, public television for western New England, provides a wide range of
technology-based services to enhance classroom instruction for Massachusetts
K-12 educators. The WGBY Teacher Media Service staff will provide you with
an overview of their resources and professional development opportunities
including Massachusetts Educational Television (MET), the National Teacher
Training Institute (NTTI) , PBS MATHLINE, the Connecticut River Education
Initiative (CREI) and more.
Spring 1997
Tuesday May 13, 1997, 4 PM, Hasbrouck Lab, Room 130
University of Massachusetts Amherst
"Telecomputing: A "Quantum Leap" in Science Education"
Uri Marchaim
Dept. of Biotechnology, MIGAL Galilee Technological Center, Kiryat Shmona,
Israel
The present curriculum has not kept pace with the rapid development of
technology, and it does not prepare students for today's world. It breaks
science into separate disciplines, but students must learn to integrate
these in a new form of thinking. A new approach to education uses computer
technology, methods of searching, gathering and analyzing data,
telecommunication, and experimentation as tools to provide this integration.
Project-Oriented Interdisciplinary Learning activities in Israel and ideas
for joint telecomputing projects with developing countries will be
presented.
Monday May 5, 1997, 4 PM, Hasbrouck Lab, Room 126
University of Massachusetts Amherst
"On geometrical aspects of African cultural traditions and their use in
education"
Paulus Gerdes, Universidade Pedagogica, Maputo, Mozambique
Some examples of geometrical considerations involved in cultural activities,
like basket weaving and decoration, story telling and drawing in the sand,
mural painting, corporal ornamentation, will be presented from various
regions of the Africa south of the Sahara, together with ideas and
experiences of incorporating and exploring them in mathematics education.
Tuesday April 29, 1997, 4 PM, Hasbrouck Lab, Room 126
University of Massachusetts Amherst
"Researchers' perspectives and Teachers' perceptions"
David Hammer, Education Department, Tufts University, Medford, MA
Since March, 1995, a group of high school physics teachers and I have been
meeting to talk about the teachers' ongoing, everyday experiences with their
students. We meet every other week during the academic year to discuss
"snippets" from the teachers' classes, using journals, audio and videotapes,
and samples of students' work. Within this setting, we explore perspectives
from education research to consider how these perspectives might contribute
to the teachers' perceptions of their students' knowledge, reasoning, and
participation. I will describe how the project has evolved, including
examples of snippets and our conversations.
Tuesday April 15, 1997, 4 PM, Hasbrouck Lab, Room 126
University of Massachusetts Amherst
"Attracting Underrepresented Groups to Math & Science"
Ana Gaillat, Greenfield Community College, Greenfield, MA
Elaine Ironfield; Holyoke Community College, Holyoke, MA
Georgena Van Strat, Springfield Technical Community College, Spfld, MA
How can we attract more women and minorities into the sciences and
mathematics? Our Pioneer Valley Community College neighbors have developed
programs that attract and advance underrepresented individuals into these
careers and local four-year academic institutions. Our panelists will
describe their programs and their impact.
Tuesday March 4, 1997, 4 PM, Hasbrouck Lab, Room 126
University of Massachusetts Amherst
"Concepts First - A Small Group Approach To Physics Learning"
Ronald Gautreau, Physics Dept., New Jersey Institute of Technology
Lisa Novemsky, Graduate School of Education, Rutgers
We describe a methodology for teaching introductory physics called Overview,
Case Study--Physics (OCS physics), developed by Alan Van Heuvelen from Ohio
State University. We have had remarkable success using OCS physics at NJIT
since 1991 with beginning students, and in particular with minority
students. . In OCS physics, concepts are taught first, with essentially no
mathematics. Only after students understand concepts is math brought in at
the appropriate level. Much of the instruction is accomplished by students
learning while working in small groups. In a certain sense, "second
teaching" occurs in the small groups following "first teaching" when the
instructor introduces the concepts in a more formal manner.
Tuesday February 18, 1997 4 PM, Hasbrouck Lab, Room TBA
University of Massachusetts Amherst
"Computer-Based Discovery Methods in Chemistry"
William Vining, Department of Chemistry, UMass
Our work centers on creating computerized educational systems that allow
students to explore and discover for themselves the concepts of chemistry.
These systems take the form of a CD-ROM based textbook for general chemistry
and a set of approximately forty interactive simulation modules. The
media-rich CD-ROM is most effective in relating to students the manner in
which chemists visualize events on the molecular scale. Both the methods of
creation of these programs as well as how they are used in class will be
discussed.
Tuesday February 4, 1997 4 PM, Hasbrouck Lab, Room 126
University of Massachusetts Amherst
"Problem-Posing, Problem-Solving, and Peer Persuasion: Using BioQUEST"
Steve Brewer, Department of Biology, UMass
BioQUEST has proposed a model for problem-based teaching in biology called
the 3P's: problem-posing, problem-solving and peer persuasion. Students are
provided with real or realistic data and encouraged to (a) decide what is
problematic about the data, (b) construct or apply an external model to
solve the problem, and (c) persuade their peers and instructors that they
have solved the problem. I will describe how I have used the BioQUEST model
to develop curricula and software.
Thursday January 23, 1997 9 am - 2:30 pm, Lederle Graduate Research Tower
room 1634 University of Massachusetts
"A Workshop on Alternatives to Traditional Tests"
This workshop is for all faculty who teach science and math and who are
looking for ideas about different ways to assess student progress. Learn
from and work with colleagues from the Five Colleges in this interactive
workshop about alternatives to traditional tests.
Open to Everyone - Preregistration required (no charge).
To register call (413) 545-2016 or email Steve Nathan.
Lunch and parking provided at the Campus Center Garage.
Topics and Presenters:
* "The Pyramid Exam"
David Cohen and Jim Henle, Department of Mathematics, Smith College
* "Student Assessment Using Portfolios"
Merle Bruno, School of Natural Sciences, Hampshire College
* "Assessment for Probing Conceptual Understanding in Physics" Jose Mestre,
Department of Physics, UMass
* "Slide of the Week: An Alternative to Quizzes in Geology" John Reid,
School of Natural Sciences, Hampshire College
* "Conceptual Structure and Assessment"
Steve Brewer, Biology Computer Resource Center, UMass
For more information call (413) 545-2016
Fall 1996
Tuesday December 3, 1996, 4 PM, Hasbrouck Lab, Room 126:
"Teaching Computer Ethics"
Angus " Terry " Dun
University of Massachusetts, Franklin County Vocational School
The subject of ethics in a computer oriented society is rapidly becoming an
issue which all educators will need to address with their students. This
presentation will outline the course curriculum implemented at Franklin
County Technical School and further adapted as an On-line program on
UMassK12's Internet system. The presenter will discuss some successful
strategies for dealing with teenage views on the subject of ethics and will
share experiences that may help others to implement a similar effort in
their institutions.
Tuesday November 19, 1996, 4 PM, Hasbrouck Lab, Room 126:
"Visualizing Biological Molecules with Free Software: RasMol and Chime"
Eric Martz, Department of Microbiology, UMass
RasMol is software for displaying organic molecules of all sizes, especially
proteins and nucleic acids, in 3D color, with molecular motion. It can be
used for classroom demonstrations or interactive student assignments
concerning molecular structure. Movie-like scripts are becoming available
on the web for DNA, proteins, antibodies, etc. Chime is similar to RasMol
but works as a Netscape plug-in, so the moving images appear directly on a
web page. Both programs and "movie" scripts are free and work on
Windows-capable PC's or Macintoshes, and will be demonstrated in this
seminar.
Tuesday November 5, 1996, 4 PM, Hasbrouck Lab, Room 126:
"K-12 Inservice Programs in Physics and Physical Science"
Chris Emery - Amherst Regional High School
Barbara Filmore - H.B. Lawrence School, Holyoke
Steve Murray - Holyoke Public Schools
Since the mid-1980's, NSF funded projects have prepared workshop leaders to
provide local inservice training aimed at strengthening teachers' content
knowledge and confidence in teaching physics concepts in grades K-12. This
presentation will provide an overview and sample activities for the
Operation Primary Physical Science, Operation Physics and Physics Teaching
Resource Agent programs.
Tuesday October 15, 1996 4 PM, Hasbrouck Lab, Room 126:
"Science Education Reform: A View from the World of Schools and Classrooms"
Karen Worth, Wheelock College School of Education, Boston, MA
Education Development Center, Newton , MA
Over the past 10 years there has been a dramatic shift in the mainstream
view of the importance of science education and what it should be. National
Science Education Standards and Benchmarks are dramatic demonstrations of
this shift. This presentation and discussion will focus on some of the
realities of implementation at the elementary level; the dilemmas and
questions faced at the school and classroom level.
Monday September 30, 1996 4 PM, Hasbrouck Lab, Room 126:
"Science Literacy"
Audrey Champagne, Department of Chemistry, School of Education
State University of New York at Albany
Among the abilities of the science literate person contained in AAAS and NRC
reports are the abilities to argue the validity of scientific principles, to
defend the theoretical soundness of predictions, to propose inquiries based
on observations, and to rationalize the scientific appropriateness of
personal or civic decisions. Argue, defend, propose and rationalize are
verbs that imply communication. The documents suggest that the communication
of science literate persons requires scientific knowledge and the ability to
reason in scientifically sound ways. The talk will focus on the attributes
of science literate communication and how inferences about the quality of
students' knowledge can be inferred from classroom discourse--conversations
in which students engage, presentations they make, and text that they
compose.
Tuesday September 17, 1996 4pm, Hasbrouck Lab, room 126:
"Netcourses and Netseminars: Teaching on the Internet"
Robert F. Tinker, Chief Science Officer, TERC,
Cambridge, MA
The answer to the oft-repeated lament about the lack of educational value of
the Internet would seem to be network-based courses, or netcourses. Once we
figure out how to do them, these should take education by storm, making the
best teachers available anytime and anywhere. Netcourses could break the
monopoly of schools on education and offer an unimaginable richness of
educational resources where there are currently few. This talk will
summarize the techniques and technologies for successful netcourses for
teacher professional development, with an emphasis on mathematics and
science, and will extrapolate that experience to courses for students across
all fields.
Spring 1996
Wednesday May 8, 1996 4 pm, Hasbrouck Lab, room 20:
"African Science and Technology: Implications for the Curriculum"
Gloria T. Emeagwali, Professor of History/African Studies,
Central Connecticut State University
World Civilization textbooks are commonly used in colleges and universities.
We discuss their conceptual deficiencies, structural orientations, myths and
overall perspectives vis-a-vis African civilization and give reasons why
such texts should include a discussion of African Science and Technology.
We identify research findings in this area which should be included in these
texts and also at various levels of the curriculum. We conclude by
discussing the contributions of African Science and Technology to
metallurgy, mathematics, medicine and textiles.
Monday April 29, 1996 7pm, Furcolo Hall 227: "Highlights of the AERA Annual
Meeting"
presented by: The Math and Science Education Research Area and
the STEM Education Institute
This will be of special interest to students and faculty in Science education,
math education and cognitive science.
Bring your own brown bag dinner or contribution toward shared pizza
Friday April 19, 1996: "Development and Evaluation of New Strategies for
Teaching Physical Science"
John Clement, Research Director Scientific Reasoning Research Institute
SRRI has identified many conceptual difficulties that present serious
roadblocks to students learning mechanics and has developed a variety of
productive techniques for addressing these problems. We will contrast the
techniques preferred for different topics as a step toward developing a set
of more general principles for science instruction. This work speaks to
some recent controversies concerning popular methods for fostering
conceptual change such as: (1) Whether and how to use analogies; (2) How and
when to use surprising demonstrations; (3) How to foster productive group
discussions. The work emphasizes the importance of visualizable models that
make sense to students.
Wednesday April 3, 1996, 4-7 PM: "ThinkQuest Web Page Workshop for
Teachers"
The ThinkQuest Contest, which is brought to you by pioneers
and leaders in Internet networking technology and
applications, is simply the most exciting opportunity
available for teachers and students who are interested in
using the Internet as a learning medium. And to encourage
you to learn about this new medium, the contest will award
up to $1,000,000 in scholarships and awards to students,
teachers, and their schools. This workshop describes
ThinkQuest, why it is important to you and your students,
and how you can participate. You will also receive
invaluable resources to help you learn, master, and use the
World Wide Web (even if you don't yet have an Internet
connection). Finally, you will learn about many valuable
Internet and WWW tips, resources, and opportunities (such as
CyberFair 96, the Global SchoolHouse (a partnership between
Microsoft and Global SchoolNet), and others) from the most
experienced Internet educators in the nation.
Friday March 29, 1996: "UMassK12: Internet Access for Massachusetts K12
Teachers and Students"
A Panel Presentation by UMassK12 Staff and Users
On May 1, the UMassK12 team will mark its tenth anniversary of
electronically linking Massachusetts K12 teachers and students to people and
information sources around the world. As the technology has advanced from
FidoNet microcomputer bulletin boards to full Internet access via text-based
and graphical interfaces, the number of participants has grown explosively.
The panel will survey how the system is used and discuss questions of
accessibility, training, and support.
Monday March 4, 1996: "Science Education Standards: Does K12 Reform
Link To Higher Education?"
James E. Hamos, Associate Professor of Cell Biology, Director of the Office
of Science Education, University of Massachusetts Medical Center
Educational standards suggesting content attainment levels for K-12
graduates have been developed nationally and statewide for many academic
disciplines. Within science education, "Benchmarks for Science Literacy"
(American Association for the Advancement of Science) and "National Science
Education Standards" (National Research Council) have been incorporated into
the Massachusetts "Curriculum Frameworks for Science & Technology". This
seminar focuses on the development of these Curriculum Frameworks, and
raises the issue of the relationship of education reform measures to higher
education.
Wednesday February 14, 1996: "School / College Collaborations: from
Information Transfer to Original Research"
Merle S. Bruno, Professor of Biology, Hampshire College
Since the early seventies Dr. Bruno has worked on various school/college
collaborations. These include Five College/ Public School Partnership
programs such as PIES (Partners in Elementary Science) and SPACEMET as well
as a recent three year teacher enhancement partnership with the Coalition of
Essential Schools. Dr. Bruno will present many of the elements found to be
successful in these partnerships such as involving teachers in active
investigations, group problem solving and cooperative learning groups.
Fall 1995
Thursday December 14, 1995: "Educational Grants: Some Guidelines for
Novices a Panel Discussion"
Panel Members:
Leroy Cook, Physics and Astronomy
Karl Stephan, Electrical and Computer Engineering
Morton Sternheim, Physics and Astronomy
Richard Yuretich, Geology and Geography
This workshop is intended to provide information on the process of obtaining
an educational grant. Such grants differ significantly from the research
grants that college faculty are often familiar with. Our panel will guide a
"novice" step by step from the initial idea to the final proposal submittal.
The audience will be invited to participate with questions and comments.
Thursday November 30, 1995: "Improving Science Education through
Technology/Multimedia"
David W. Brooks, Professor of Chemistry Education at the Center for Science,
Mathematics and Computer Education, University of Nebraska, Lincoln,
Nebraska
Professor Brooks directed the General Chemistry programs at Texas A&M and
the University of Nebraska for a total of fourteen years prior to working
almost exclusively on technology applications in science education. He is
well known for his pioneering work in developing videodisc/hypercard
materials for both secondary and university level instruction and will Mary
Alice Wilson, Five Colleges/Partnership present a seminar on the use of
multimedia materials in science education.
Tuesday October 24, 1995: "Introducing Constructivism into the Classroom:
the New Zealand Experience"
Malcolm D. Carr, Science, Mathematics, and Technology Education Research
Center, University of Waikato
The research into teaching and learning in the SMTER (Science, Mathematics,
and Technology Education Research) Center has had some influence on
classroom practice, on the curriculum and on teacher training. These
influences will be discussed and some of the tensions associated with change
outlined.
[ Top of Page ]