Abstracts for SMTI 2014 National Conference
Workshops
TLE TeachLive – Using a Virtual Teaching Simulation for Preparing Science and Mathematics Teachers
Speakers: Lisa Dieker, Pegasus Professor, Lockheed Martin Eminent Scholar Chair, University of Central
Florida; Craig Berg, Professor of Science Education; Matt Belskie, Technology Specialists; and
Christopher Miller, Technology Specialists, University of Wisconsin-Milwaukee
An exciting new development for teacher education programs is called TLE TeachLive, developed by the
University of Central Florida, and is a virtual teaching simulation used to help prepare pre-service
teachers and also to help in-service teachers develop, or refine, their teaching skills. TLE TeachLive is
used in 38 institutions across the United States, and uses cutting-edge interactive technologies, during
which a teacher interacts with avatar students by asking questions, answering questions, and generally
interacting in a manner consistent with working with a small group of five students in a classroom
setting. During this session the presenters will demonstrate a live session of TLE TeachLive, described
the various ways it is used, and field questions from participants.
An iPad App for Classroom Observation Data Collection and Teacher Development
Speakers: Craig Berg, Professor Science Education; and Ray Scolavino, Lecturer Science Education,
University of Wisconsin-Milwaukee; and Scott Ashmann, Associate Professor Science Education,
University of Wisconsin-Green Bay
Throughout their careers, science teachers are observed, not only by students, but also by methods
instructors, cooperating teachers, university supervisors, school administrators, and others. To assist a
teacher in enhancing their teaching practice, objective, valid, and reliable data can be useful. We have
developed an iPad application for this purpose that consists of four components – pre-observation data,
data gathered during the observation of a science lesson, post-observation data, and data analysis and
reporting. Our presentation includes a discussion of (1) the challenges we are attempting to address
through the development of this iPad application, (2) the variety of uses for the application, (3) the "nuts
and bolts" of using the application, and (4) limitations of the application. We will also discuss the kinds
of data analysis that can be performed, results from using the app with student teachers, and research
related to such.
External Levers on Institutional Transformation
Speakers: Laird Kramer, Director, STEM Transformation Institute; and Leanne Wells, Director of Mastery
Math Program & FIU Learning Assistant Program, Florida International University
Florida International University (FIU) deployed a multi-pronged, long-term strategic effort to develop a
coherent, coordinated institutional change toward academic excellence in STEM undergraduate
education including teacher preparation. Facilitating this effort has been a strategic partnership
combining faculty grass roots advocacy with administrative leadership. Critical to successful institutional
transformation has been external levers that provide promising replication models, external validation,
as well as engage the institution as partners in a national community of STEM educators. We will explore
the levers that the Science and Mathematics Teacher Imperative (SMTI) has brought to bear on FIU's
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transformation including FIU's engagement in the imperative, Leadership Collaborative, and Executive
Committee; utilization of the SMTI Implementation and Assessment Plan (IAP) as roadmap; and SMTIinspired partnerships. Participants will engage in an interactive workshop to learn about the FIU
transformation model as well as plan for leveraging further change at their institution.
Concurrent Session 1
Improving Student Learning of Undergraduates, especially Teachers
Speaker: Charles H. Atwood, Ronald and Eileen Ragsdale Professor of Chemical Education, University of
Utah
We have performed an analysis of 12 to 14 years of student success data in the large general chemistry
classes at the University of Utah. From this analysis we have identified several key attributes that are
good predictors of successful and "at-risk" students. Based upon the "at-risk" predictors we can now
identify within the first week of class 50 to 60% of the students who are likely to fail the first and
subsequent tests. These students have been directed to special discussion sections designed to help
them succeed in the course. Preliminary results indicate that the "at-risk" students who attend the
discussion sections have improved relative to the class as a whole. Their performance relative to "atrisk" students who do not attend the sessions is significantly better.
A Partnership Approach to Improvement in K-14 STEM Learning
Speakers: Larry Flick, Dean, College of Education, Oregon State University and Erin Prince,
Superintendent, Corvallis Public School District 509J
A regionally situated Partnership of five school districts, two community colleges, an education service
district, and Oregon State University has identified mathematics teaching as a key leverage point for
improving student success in making critical transitions in school and completing a post-secondary
credential or degree. With modest funding from the state as a Regional Achievement Collaborative, the
Partnership will design and deliver professional development in math teaching to approximately 250
teachers elementary through college freshman impacting over 35,000 students. Project leadership will
include a community director and counseling faculty to promote broad changes in community and
student attitudes towards math. The Project leadership will include ESOL educators focusing on
academic language development as represented in the Common Core State Standards that support
strategies for improving achievement by English language learners and address declining achievement
by boys. Over five years the project will expand work to instruction in all STEM subjects.
Concurrent Session 2
Mentoring, Supporting and Professionally Developing UTeach Alumni Nationwide through the UTeach
STEM Educators Association (USEA)
Speakers: Mary H. Walker and Pamela Romero, UTeach Institute, University of Texas at Austin and
Steven B. Case, UKanTeach, University of Kansas
With 40 Universities implementing UTeach programs nationwide, the USEA (UTeach STEM Educators
Association) has been created to mentor and provide ongoing professional development to over 1600
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graduates. This workshop will provide details on our approach to supporting the UTeach Alumni
network through our Alumni Management System and the use of the UTOP (UTeach Observation
Protocol) as a tool for capturing and a lens for discussion about improving teaching practices. Finally, by
maintaining connection through the UTeach Alumni network, we can provide targeted professional
development and gain critical data that informs the pre-‐service program design and STEM teacher
preparation.
California State University (CSU) and The New Standards: Partnerships Supporting the CCCSS, NGSS,
and College and Career Readiness Standards
Speakers: Joan Bissell, Director, Teacher Education and Public School Programs Office of the Chancellor
California State University; Fred Nelson, Assistant Professor, Science Education, California State
University, Fresno; Mark Ellis, Professor, Mathematics Education, California State University, Fullerton;
Larry Horvath, Associate Professor, Education, San Francisco State University; John Keller, Director,
Center for Excellence in STEM Education, Cal Poly San Luis Obispo; and Charles Coble, Co-Director, SMTI,
The Third Mile Group
This presentation by leaders from the California State University (CSU) will describe system-wide and
campus reforms addressing the CCSS, NGSS, and college and career readiness standards. The Director of
Teacher Education who leads CSU's math and science teacher preparation initiatives and four campus
leaders will describe (a) collaboration between Colleges of Education, Science, and Engineering in
addressing the standards, (b) expectations of K-12 partnerships, including rigorous attention to mastery
of the new standards among all those involved in clinical preparation at exemplary school sites, (c)
alignment with community colleges in transfer patterns that are common across the state, (d)
networking with other institutions in California and nationally through 100Kin10, and (e) approaches for
ensuring that the standards are implemented in CSU teacher preparation programs and graduates are
prepared to teach to the standards. Charles Coble will be the session Discussant.
Concurrent Session 3
The VISTA Story: Closing the Achievement Gap in Science Teaching and Learning
Speaker: Susan G. Magliaro, Director, VT-STEM, Virginia Tech
The Virginia Initiative for Science Teaching and Achievement (VISTA) is a statewide partnership among
80+ Virginia school districts, six Virginia universities, and the Virginia Department of Education. Its goal is
to translate research-based best teaching practices into improved science teaching and student learning.
Evaluation results indicate that participation in the VISTA program positively impacts teachers' beliefs
surrounding science instruction, assessment, and how students learn; their confidence in teaching; their
classroom practices; and their science content knowledge. Moreover, results from the Year One cohort
confirm that economically disadvantaged students of elementary teachers scored a statistically
significant 14-points higher on the state science achievement test than the students whose teachers did
not receive VISTA professional development. VISTA has recently been identified by the U. S. Chamber of
Commerce Foundation as an effective partnership to improve STEM education and a prototype for the
type of i3 program that truly makes a difference.
Innovative Models for Clinical Experiences: Amplifying Resources
Speakers: Marilyn Strutchens, Professor of Mathematics Education, Auburn University; Lida J. Uribe-
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Flórez, Assistant Professor; Cecilia M. Hernandez, Assistant Professor; and Jamie S. Baker, Acting
Director Secondary Education, New Mexico State University
In this session, participants will learn about the results of the triad model being implemented in three
different settings by three teams participating in the MTE-Partnership CERAC. Information about the
settings, the selection of the student teacher pairs, the selection and professional development of the
mentor teachers, and the methodologies used to collect and analyze data will also be shared.
Concurrent Session 4
Integrated STEM: Efficiency in Increasing Teacher Capacity
Speaker: Louis S. Nadelson, Associate Professor, Boise State University
In recognition of teachers concern and confidence in teaching their students about Science, Technology,
Engineering and Mathematics (STEM) subjects; there is justification for promoting an integrated STEM
focus combined with 21st century skills in the preparation of teachers. In this session we will explore
how integrated STEM can attend to a range of associated STEM content and multiple practices such as
those associated with the CCSS-M and NSGG. Our research has revealed significant increases in teachers'
comfort teaching STEM while gaining a deeper understanding of the relationship between STEM
curriculum and STEM applications in business and industry when they become more familiar with an
integrated STEM approach. Participants will engage in both hands-on and minds-on activities to
contextualize how STEM can be integrated to include concepts generally taught in the isolated
disciplines. I will share the products of my work (rubrics and organizational tools) and some of the
research instruments.
Using Partnerships to Address the Critical Shortages in Mathematics and Science
Speakers: Dana Pomykal Franz, Associate Professor; Kenny Anthony, Assistant Professor; and Devon
Brenner, Professor and Department Head, Mississippi State University
Mississippi State University has developed a four prong approach to meeting the critical shortage of
teachers in mathematics and science in Mississippi. Through three unique partnerships, Mississippi State
University is examining promising practices in their alternate route to teaching program, recruitment of
high-performing scholars into the traditional undergraduate program, and STEM-focused redesign of the
mathematics and science curriculum while partnering with the local school district and the state magnet
school for mathematics and science. While these practices are relatively new, initial data indicates that
the number of teachers credential at Mississippi State is increasing. This session will discuss the benefits
and challenges of each partnership and program.
Concurrent Session 5
Using Simulation Technology to Enhance Instruction in Algebra
Speakers: Erhan Selcuk Haciomeroglu, Associate Professor and Janet Andreasen, Lecturer, University of
Central Florida
Simulations have had a significant impact on teacher preparation programs and the learning and
teaching of mathematics. As part of the Race to the Top funded project Resident Teacher Professional
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Preparation Program (RTP3), two learning simulations were developed in collaboration with Lockheed
Martin Corporation. One simulation is geared towards prospective teachers' learning classroom
dynamics, pedagogical content knowledge, and non-instructional situations designed to complement
their academic preparation for the classroom. The second simulation is focused on facilitating middle
and high school students' learning of algebra concepts using a suite of virtual algebra tiles applications.
These simulations will be demonstrated and information provided for access. Participants will have the
opportunity to explore the simulations on their own as well, followed by discussion of implications for
teacher preparation programs as well as mathematics instruction.
Helping New Teachers Survive and Thrive: Florida’s STEM Teacher Induction & Professional Support
(STEM TIPS) Online Initiative
Speakers: Tom Dana, Professor and Associate Dean; Emma Brady, STEM TIPS Education Coordinator;
and T. Griffith Jones, Clinical Associate Professor, University of Florida
This session provides an overview of the University of Florida's STEM Teacher Induction and Professional
Support (STEM TIPS) Initiative to develop a prototype online statewide induction model for 1st and 2nd
year STEM teachers and their coaches. STEM TIPS, addresses the challenges of retaining beginning math
and science teachers and accelerating their growth by leveraging an innovative online mentoring system
to extend flexible, personalized, content-focused instructional support. Using a unique mobile-ready
platform, online coaches provide immediate feedback and broker a wide range of vetted resources
promoting high-quality instruction focused on improving teacher practice and boosting student
achievement. In addition to describing the conceptual framework, theory of action, and results of a pilot
study, we will demonstrate features of the innovative platform designed to deliver multiple tiers of webbased support.
Concurrent Session 6
The development of Pre-service Students’ Technological Pedagogical and Content Knowledge (TPACK)
in a Mathematics Methods Course
Speaker: Abraham Ayebo, Assistant Professor of Mathematics Education, North Dakota State University
This study sought to explore the development of Technological Pedagogical and Content Knowledge
(TPACK) (Niess 2007) of a group of secondary mathematics pre-service teachers in a methods course.
The structure of the course involved designing and implementing digital technology-related instructional
materials in classroom settings. Data collection involved surveys administered to participants, as well as
participants' homework projects, postings on discussion boards, and written homework. These data
were analyzed for themes to examine the level of pre-service teachers' beliefs about appropriate use of
digital technology in the mathematics classroom, using the TPACK framework. The results revealed that
the pre-service teachers understanding of technology use increased throughout the semester, focusing
more and more on technology being used as a tool to foster students' conceptual understanding of
mathematics. Participants also reported feeling more confident in integrating digital technologies into
their future mathematics lessons.
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Mentoring and Induction to Increase Retention of Secondary Mathematics and Science Teachers
Speakers: Timothy Scott, Associate Dean of Undergraduate Studies/ Associate Professor/ Co-Director
CMSE; Jennifer Whitfield, Instructional Assistant Professor/ aggieTEACH Program Director; and Laura
Wilding, aggieTEACH Program Assistant, Texas A&M University
There are three Rs for mentor and induction programs: Retention, Resources and Relationships. The
aggieTEACH Mentor and Induction program at Texas A&M University aims to improve retention of
secondary mathematics and science teachers through resources and relationships. The relationships
with pre-service teachers are strengthened during their student teaching experience. At this time
aggieTEACH provides resources such as employment seminars, group socials, and regular advising
meetings. Upon graduation, the relationships and resources are continued through an assigned
aggieTEACH mentor, intermittent contact from aggieTEACH, and a LiveBinder website designed to meet
the needs of a beginning teacher. Furthermore, new teachers are encouraged to join the Aggie Educator
Network (AEN), a teacher constituent network with The Association of Former Students. The goal of the
AEN is to improve the culture within the teaching profession, help teachers feel more connected with
each other, and consequently not isolated, and promote teacher (peer-to-peer) interaction.
Roundtable Session
Abstract Algebra for Teacher Candidates
Speaker: Michael Mays, Eberly Professor of Mathematics, West Virginia University
A recent report, The Mathematical Education of Teachers II (MET II), suggests "An advanced standpoint
reveals much of high school mathematics as the algebra of rings and fields. Abstract algebra for
prospective high school teachers should therefore emphasize rings and fields over groups." This
roundtable explores ways to recast the content of a typical math major abstract algebra course to better
serve mathematics secondary education majors while providing other math majors with a solid
foundation for further work. At West Virginia University we are expanding the abstract algebra course
to a year-long sequence, both to provide extra depth in the second semester for students preparing for
graduate school and to make time to include more on rings and fields in the first semester. This work is
being done in partnership with the "Building Communities and Courses" Research Action Cluster of the
Mathematics Secondary Education Partnership.
Engaging in Science Literacy: High School Science Teachers Partner with a National Writing Project Site
for Meaningful, Onsite Professional Development
Speakers: Donna L. Pasternak, Associate Professor and UWMWP Co-University Site Director, University
of Wisconsin-Milwaukee; Rochelle Sandrin, Biology/AP Biology Teacher and Chair, Science Department;
Mario Morelli, Science Teacher; and Gregory J. Smith, Science Teacher, Lynde & Harry Bradley
Technology & Trade High School
Writing in its many forms is the signature means of communication in the 21st century (NWP, 2011):
ideas upheld in initiatives by the Wisconsin Department of Public Instruction and in the Milwaukee
Public School's Comprehensive Literacy Plan. Findings show that writing in science boosts student
achievement (Harris, 2006). National studies affirm that teachers who have participated in professional
learning communities focused on writing content add to the content knowledge and leadership capacity
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of experienced teachers (Lieberman & Friedrich, 2007a; Lieberman & Friedrich, 2007b; Whitney, 2008;
Yagelski, 2009). In keeping with these ideas, the high school science teachers from a large technology
and trade school in Milwaukee participated in a yearlong professional development (PD) in literacy
instruction during their common planning time. Panelists share their thoughts about their learning and
their student's achievement and their experiences creating and leading a PD for their school's
instructional staff.
What Roles Can a University STEM Center Play in Recruiting Science and Math Teachers?
Speaker: Bryan Rebar, Associate Director, STEM CORE, University of Oregon
University STEM centers are uniquely positioned to recruit science and math teachers. Although their
structures and goals vary, STEM centers share a focus on supporting the STEM pipeline—and recruiting
teachers is instrumental to this process. University of Oregon's STEM Careers through Outreach,
Research, and Education (STEM CORE) has identified a strategic set of goals to improve the teacher
recruitment. These goals are: (1) developing, coordinating, and supporting early field experiences for
undergraduates; (2) engaging education and science faculty, especially academic advisors, in articulating
the teacher pathway including the establishment of teacher tracks within each STEM major; (3)
strengthening community partnerships with K-12 schools, out-of-school programs, and STEM agencies
and industries; (4) pursuing funding for recruitment activities and programs. Examples of efforts to
address each of these goals will be discussed, among them, development of a science outreach course,
seeding collaborative projects, and community partnerships to support citizen science projects.
Co-teaching in a Mathematics Methods Course: Reflections of Mathematics Educators on a Second
Phase
Speakers: Pier A. Junor Clarke, Clinical Associate Professor; and Nermin Bayazit, Clinical Assistant
Professor, Georgia State University
In our initial teacher preparation (ITP) program for pre-service secondary school mathematics teachers
(PSSM), two mathematics educators from the College of Education and one mathematician from the
College of Arts and Sciences collaborated to design, develop, and co-teach a module of Statistics and
Analytic Geometry in a Fall-semester mathematics methods course after piloting a Statistics Module in a
previous year within a summer methods course. We facilitated and modeled the development of lesson
plans for the Common Core State Standards for Mathematics (CCSS-M) focusing on a module of
Statistics and Analytic Geometry, while embracing mathematical practices and reflecting on the previous
implementation. In this presentation, we will share our experiences during the second phase of this
implementation and discuss the preliminary results of the PSSM teachers' progress both during the
course and in their field experiences.
Research Experience as Part of STEM Teacher Preparation
Speaker: John Keller, Director, Cal Poly Center for Excellence in STEM Education (CESAME), Cal Poly San
Luis Obispo
Research opportunities have been demonstrated both as an effective strategy for retention of
undergraduates in STEM fields and as an innovation in the recruitment, preparation, and retention of K12 STEM teachers. Over the past seven years, the STEM Teacher and Researcher Program (STAR) has
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provided 355 research opportunities at national laboratories (NASA, NOAA, NSF, DOE, and DOD) to over
280 pre-service and early career teachers. Noyce Scholars at every institution across the country are
eligible to apply for STAR. Our roundtable discussion will provide an overview of the STAR program
model and ongoing longitudinal tracking efforts to measure impacts on classroom practice and teacher
leadership. We also welcome discussion of similar programs at other institutions and opportunities for
scaling campus-based research opportunities as part of teacher preparation nationwide. Additional
information on the STAR Program is available at www.StarTeacherResearcher.org.
Poster Session
Poster 1. Merging Identities: A program to develop preservice teachers as scientists and science
teachers.
Author: Renee Schwartz, Associate Professor, Western Michigan University
K12 science teachers are to engage learners in science practices and develop learners’ knowledge about
these practices (nature of scientific inquiry, NOSI) and the nature of science [NOS]. Yet teachers are
often challenged to meet these goals due to limited knowledge about NOS and NOSI, limited exposure
to authentic science practices, and limited modeling and support of how to merge these concepts within
the science classroom. Beginning teachers need confidence, knowledge, and abilities as scientists and
science teachers to address the recommended practices of the Next Generation Science Standards.
Toward these efforts, we offer a 13-month program for preservice K12 science teachers to engage in
science research and science teaching practices that aid in developing their scientist and science teacher
identities. Experiencing Research for Teaching Science [ExpeRTS] includes: (1) 10-week science research
internship; (2) Explicit/reflective NOS/NOSI instruction, inquiry pedagogy, group sessions, and semester
course; (3) a middle school teaching practicum.
Poster 2. University Teacher-In-Residence as part of a Master Teacher Program
Author: Katherine Reid, Director, Math for America, University of California, Berkeley
MfA Berkeley offers a five-year master teacher fellowship for Bay Area teachers. During year three,
reduced teaching loads are negotiated to provide fellows the opportunity to participate in a Teacher-inResidence program at UC Berkeley. Fellows create individualized professional and leadership
development programs tailored to their own needs and interests. There is an enormous variety of
opportunities available at UC Berkeley, including enrolling in upper division and graduate-level courses
in mathematics, science and/or education, participating in the Cal Teach program as a co-teacher or
field supervisor, joining university research groups and facilitating Project IMPACT for the current Year
One cohort. As fellows reach the end of their residency, they begin finalizing their plans for the last two
years of the program. Working with MfA Berkeley staff, fellows write individual proposals detailing their
plans to engage with their professional communities, utilizing the knowledge and expertise they have
developed throughout the fellowship.
Poster 3. Improving Postsecondary Learners’ Metacognition, Felt Competencies and Affect Towards
Modeling-Based Inquiry.
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Authors: Jana Bouwma-Gearhart, Associate Professor, Science and Mathematics Education, Oregon
State University and Allyson Rogan-Klyve, graduate student, Oregon State University
Model-based inquiry (MBI), encouraged by the NGSS, engages students in constructing their own
understanding of complex scientific phenomena through participation in genuine scientific practices.
Students collaborate in analyzing data towards the development, revision, use, and presentation of
causal models. MBI encourages students to evaluate scientific models by assessing models’ explanatory
and predictive powers and conceptual consistency. In contrast to students’ engagement in experiments
that are confirmatory in nature, students engage in scientific practices that recognize experimentation
as one part of larger model construction and revision. This project examines outcomes for
postsecondary students engaged in an ecology course taught using model-based inquiry (MBI)
teaching methods. Students enrolled in this three-week course investigated phenomena related to
tropical ecology. Findings indicate that in addition to specific content knowledge, students experienced
and developed a deeper understanding regarding authentic scientific modeling which led to a
heightened interest/efficacy regarding scientific practices and science education careers.
Poster 4. Crosswalking the National Standards Across STEM: Identifying Commonalities and Nuance
For Secondary Educators.
Authors: Jana Bouwma-Gearhart, Associate Professor, Science and Mathematics Education, Oregon
State University; Margaret Mohr-Schroeder, Associate Professor, University of Kentucky; Krissi Hewitt,
graduate student, Oregon State University; and John Ivanovitch, graduate students, Oregon State
University.
We review the underlying frameworks of various policy documents, the “standards” guiding STEM
educators’ creation, implementation, and assessment of evidence based instructional practices and
tools, K-20, including:
 Next Generation Science [and engineering] Standards
 Common Core Standards for Mathematics
 National Educational Technology Standards
 Committee On the Undergraduate Program In Mathematics’ Curriculum Guide
 AAAS’s Vision and Change document for undergraduate biology education
We provide a crosswalk of these standards, identifying commonalities and nuance for secondary
educators (and those that educate them). We advocate for a transdisciplinary approach, featuring
pedagogical innovations that respect important disciplinary boundaries and nuances, while at the same
time destabilizing the disciplinary silos still so apparent in educational institutions (and related
curriculums) and so at odds with much modern practice across STEM. While still fostering students’
development concerning disciplinary depth, we advocate for students’ development of competencies,
common across the pertinent standards documents, including metacognition concerning STEM
practices.
Poster 5. Interdisciplinary STEM Education Graduate Certificate: Instructional Design Challenges
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Authors: Mara Alagic, Associate Professor and Graduate Coordinator for Master of Education in
Curriculum and Instruction, Wichita State University and Daniel Bergman, Janice Ewing, Shirley LefeverDavis, Fuchang Liu, Sandra Peer, Karen Reynolds, & Tonya Witherspoon, Wichita State University
College of Education at Wichita State University defines STEM Education as an approach to teaching and
learning that integrates the content and processes of science, technology, engineering, and
mathematics. STEM learning is facilitated through rigorous application of academic concepts to realworld situations requiring a natural and holistic connection among all the above disciplines as well as
among school, community, and global enterprise. The STEM Education Graduate Certificate at WSU,
based on these guiding principles of STEM education, will engage participants in collaborative inquiry in
problem- and project-based learning stressing the content and processes of STEM disciplines. This
poster offers a glance at (a) mission, vision and objectives of the STEM Certificate; (b) examples of prior
and current integrated STEM activities (c) structure of course offerings; (d) program assessment design;
and (e) engaged stakeholders from the university and broader community. An example of potential
authentic inquiry-based capstone project will be included.
Poster 6. PD for Sustainability: Distance-Based Peer Coaching Science Inquiry in Rural Schools
Author: Soon Chun Lee, Postdoctoral Research Associate, University of Nebraska-Lincoln
To improve teachers’ capacity in teaching science, professional development (PD) is required to
successfully integrate inquiry knowledge and skills into effective classroom practices. However, results
from recent national science teacher surveys showed that teacher inquiry knowledge and use of inquiry
teaching strategies is lacking in classrooms. The present study has provided a PD with distance-based
peer coaching for teaching science as inquiry to 16 teachers in the Nebraska rural schools. The results
show that the teachers’ science inquiry knowledge, confidence in inquiry instruction, self-efficacy for
inquiry instruction, and confidence in peer-coaching improved significantly after the summer institute
and was maintained throughout the school year. This study demonstrates the value-added benefits of
distance-based peer-coaching in a PD for teachers when schools are located in rural and remote areas.
In addition, this distance peer-coaching model can also be used for pre-service STEM teacher education
with videotaped teaching practice and web-based conferencing technologies.
Poster 7. Improving Collaborations with Teacher Mentors Using the Common Core State Standards in
Mathematics Teacher Education
Author: Karen Keene, Associate Professor of Mathematics Education, North Carolina State University
In this presentation, we as Mathematics Teachers Educators will show how we are working with
teachers who serve as mentors for mathematics preservice teachers during their student teaching
experience in order to develop closer working relationships. We are using two national initiatives and
building on the teachers need and desire to learn about them to develop these relationships: edTPA
(Teacher Performance Assessment), a collaboration of the American Association of Colleges for Teacher
Education, and the CCSS-M (Common Core State Standards for Mathematics) an initiative of the
Governor’s Association. We will show a program we have developed to work on mentoring, the
common core, and understanding edTPA and plans for the future to expand the work.
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Poster 8. The Transformation of Middle School STEM Teacher Preparation Program: A Collaborative
Design
Author: Ruthmae Sears, Assistant Professor for Mathematics Education, University of South Florida
This presentation will discuss a collaborative effort among mathematics educators, mathematicians and
school district personnel to develop a middle school certification program. The program addresses the
needs of a diverse student body, attends to national standards, emphasizes problem-solving strategies,
and utilizes technology to foster conceptual understanding of core concepts. To achieve the goals of the
program, new foundational courses (content, methods, and middle level education) were developed,
faculty co-planned and co-taught lessons, and students participated in a yearlong residency in Title 1
schools. Hence for this presentation, details of the program design, and reflections on the complexities
of the beginning years of the program will be shared.
Poster 9. Longitudinal Tracking of the STEM Teacher and Researcher Program (STAR)
Authors: John Keller, Director, Cal Poly Center for Excellence in STEM Education (CESAME), Cal Poly San
Luis Obispo; Sanlyn Buxner, External Evaluator, STEM Teacher and Researcher Program (STAR),
University of Arizona; Dimitri Dounas-Frazer, Director, STEM Teacher and Researcher Program (STAR),
Cal Poly San Luis Obispo
Since 2007, the STEM Teacher and Researcher Program (STAR) has provided research opportunities at
national laboratories for 281 pre-service and early career science and math teachers. We report on
results from a longitudinal study conducted during the 2011-12 academic year. Based upon analyses of
surveys, phone interviews, and teacher credentialing records, we estimate that 77-81% of the 176 STAR
alumni at that time were teaching or preparing to become teachers. Qualitative data suggest that STAR
alumni a) feel confident about teaching science and engaging students in inquiry-based activities, b)
have strong support and resources to integrate current scientific research into their classrooms, and (c)
are supported by a network of teacher researchers and mentors as they enter the teaching profession.
We also outline planned implementation of a tracking system to follow the career trajectories of STAR
alumni over the next five years.
Poster 10. Developing Deep Understanding of Small Group Work in Science Inquiry and Engineering
Design Activities
Author: Elizabeth McEneaney, Assistant Professor, University of Massachusetts – Amherst
This poster describes the theoretical underpinning, preliminary results and implications for science
teacher education of a three-year NSF REESE funded project on understanding small group dynamics
during science inquiry and engineering design activities. The new Framework for K-12 Science Education
stresses teaching and learning of both scientific and engineering practices in order for students to understand and
experience how scientists and engineers work, accompanying a call for more sustained emphasis on inquiry and
engineering design activities, particularly as part of a constructivist science curriculum centered on small group
work. This mixed method research investigates the nature of group work in high school science, comparing
characteristics of productive group work on science inquiry tasks to that on engineering design tasks. Deeper
understanding of the complex demands of small group work promises better guidance for science teachers about
managing these activities to maximize learning in both high school and introductory undergraduate science.
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Poster 11. A‘o Hawaii: STEMS2 Education and the World Wide Voyage of Hōkūlea
Author: Tara O’Neill, Associate Professor, University of Hawaii – Manoa
The proposed poster illustrates how A‘o Hawaii, a teacher professional development program,
empowers participants to implement innovative practices utilizing Language Arts, Mathematics
Common Core and Next Generation Science Standards (NGSS) while connecting to culture and place.
This is done via the design and implementation of STEMS2 based content units focused around the
mission and values of the World Wide Voyage (WWV) of Hōkūle‘a. A‘o Hawaii is a partnership between
the University of Hawaii – Manoa, College of Education, Polynesian Voyaging Society and public, private
and charter schools statewide. External evaluation (Ah Sam, 2014) revealed that over two years the A‘o
Hawaii PD model (1) increased teachers’ knowledge of the Mathematics and Language Arts Common
Core, NGSS and STEMS2 based unit mapping, (2) created Community of Practice Networks for sustained
classroom and community partnerships, (3) improved participants content instruction and approach to
pedagogy and (4) fostered increased student learning.
Poster 12. Lesley University and the Urban Teacher Center: Partnering to Prepare Secondary Math
Teachers
Authors: Emily Yanisko and Labonnie Wise, Clinical Faculty Secondary Math, Urban Teacher Center
The Urban Teacher Center is a unique teacher-preparation program offering a dual certification in
Secondary Mathematics and Special Education. Professors from Lesley University in Cambridge,
Massachusetts work with professors of UTC residents based in Baltimore and Washington DC to ensure
a program of the highest quality. Through conference calls, online work, and occasional face-to-face
meetings this group utilizes both the resources of a University with the community of a non-profit
organization to support curriculum, student teaching, and coursework. The UTC/Lesley model is notable
for the collaboration between Urban Teacher Center and Lesley University, and its intense focus on the
clinical practice of the Secondary Mathematics teachers. The partnership benefits from a strong
curricular blueprint, a commitment to trust each other, a willingness to communicate frequently, and
fortitude to sustain its focus.