Submitted by Wallace Meyer III on Thu, 05/24/2012 - 9:36am
Wallace M Meyer III Assistant Professor of Biology Pomona College
In a world that is growing increasingly complex, the ability to apply scientific thinking (or at least to understand what it is) to information evaluation and decision making can give meaning of one’s life and inspire greater responsibility in citizenship. As such, my goal as a science educator is not only to teach the history, facts and theories of science, but also, to build the critical thinking skills required for lifelong learning. I have worked with students in elementary school, high school, and college, and have found that providing interactive and inquiry-based opportunities are the most effective ways to create engaging learning experiences. I have attended many pedagogy courses offered by NSF and NASA and I was extensively trained to teach science as a National Science Foundation GK-12 fellow. Although the focus of the NSF GK-12 program was on educating students in grades K-12, many of the concepts that I learned from this program I have successfully applied to teaching students at the college level. As a fellow, I attended bi-monthly classes focused on science education, participated in scientific teaching workshops, worked with teachers and students in Hawaii to develop appropriate science curriculum, and traveled to Palau to work with teachers on constructing scientific curriculum based on the concept of scientific inquiry (learning the process of science by doing science). I apply the knowledge I learned from this and other programs to try to engage as many students as I can, effectively teach students with different learning styles, and create unique curriculum.
Submitted by Karen Topp on Thu, 05/24/2012 - 9:36am
Karen Topp Senior Lecturer in Physics Bowdoin
I am a physicist by training, and have become very interested in education through my experience in teaching at Bowdoin. I often teach introductory physics classes where students arrive with diverse backgrounds and preparation, and although I find it an interesting challenge to meet the variety of needs in my classes, I have become very aware of the necessity for better math and science teaching in high schools (and earlier).
Although I have no official education credentials (other than auditing an Education 101 class a year ago) I hope to work with our Education department in encouraging some of our physics majors to consider becoming high school physics teachers. My hope, in attending this conference, is to gather ideas about how to effectively recruit and train these students, so that they will enjoy, succeed, and remain teaching in a high school science classroom.
Submitted by Carol Rinke on Thu, 05/24/2012 - 9:36am
Carol Rinke Education Gettysburg College
I’m a former middle school and high school science and math teacher who is now working as a teacher educator at Gettysburg College. I’ve been teaching a combined K-12 math and science methods course since 2007, which is now shifting to a secondary-only focus due to changes in our program structure. I’ve also taught a First-Year Seminar on slipping American achievement in the sciences and spearheaded the adoption of the environmental education certificate on our campus. In my research, I’m interested in issues of STEM teacher recruitment and retention, particularly in urban schools. More specifically, I’ve been working on a 7-year, mixed-methods longitudinal study of the career trajectories of science teachers across one urban district and have also conducted life histories with pre-service teachers in STEM fields.
Submitted by Karen Graves on Thu, 05/24/2012 - 9:36am
Karen Graves Professor, Education Denison Universtiy
Karen Graves is Professor and Chair of the Department of Education at Denison University. The Department embraces a liberal arts approach to the preparation of teachers, offering a curriculum rich in learning theory, social foundations of education, and field experience. Professor Graves began her career as a secondary school mathematics teacher. Her advanced study and research is in educational policy, specifically history of education. Currently, she is President of the History of Education Society (USA).
Submitted by Kathryn Byrnes on Thu, 05/24/2012 - 9:36am
Kathryn Byrnes Visiting Assistant Professor of Education Bowdoin College
Kathryn Byrnes is a Visiting Assistant Professor of Education at Bowdoin College. She earned her BA in Psychology from Davidson College, MA in Teaching from Wake Forest University and PhD in Curriculum and Instruction with an emphasis on Teaching and Teacher Education from the University of Colorado at Boulder. Her research focuses on contemplative pedagogy in teacher education and K-12 education. She has taught courses on Adolescent Development, Educational Psychology, Educational Foundations, Educating All Students, Educational Narratives, and Mindfulness in Education at Bowdoin College, the University of Colorado at Boulder and Colorado College. She is currently working with undergraduate students and high school educators to integrate contemplative practices and principles in educational contexts.
Submitted by Bruce Tulloch on Thu, 05/24/2012 - 9:36am
Bruce Robert Tulloch Associate Dean and Clinical Assistant Professor, School of Education, Union Graduate College Union Graduate College
I have been in my current position for five years. I team teach a summer general methods course for all of our MAT students, teach an assessment seminar for STEM students, teach a STEM theories course where students develop and make presentations that infuse disciplinary historical and philosophical content into their lessons, teach a school reform seminar for a mix of MAT students, and advise students in completing MAT theses and projects. Since we are a small graduate school of education, I also have substantial administrative responsibilities in regards to admissions, program administration, student advising, and committee work.
Prior to coming to UGC, I was a district science supervisor for a large suburban school district for 14 years, a state science supervisor for the New York State Education Department for 7 years, a teacher and administrator for an urban independent school for 9 years, and a science teacher for a smaller suburban school district for 6 years. I am certified by NYS as a school administrator and teacher of biology, chemistry, and earth science. I have been president of the State's science teacher and science supervisor professional associations. My primary interests are science teacher education, science curriculum development, and theories of science learning.
My degrees in science education are from Cornell, Union College, and the University at Albany.
Submitted by Jerrell Beckham on Thu, 05/24/2012 - 9:36am
Jerrell K Beckham Assistant Professor Education and Black Studies Denison University
Currently, I am a faculty member and alumnus of Denison University. I graduated in 1996 while majoring in both mathematics and education. After graduation, I went on to teach high school mathematics at Belmont High School in Dayton, Ohio for three years. Next I began my graduate studies at the University of Illinois (U of I) Urbana-Champaign in the Department of Educational Policy Studies. I earned my Master from the U of I in 2003 and my doctorate in 2006.
In 2006, I began teaching as a Visiting Assistant Professor at Denison University in the Department of Education. In 2009, I accepted a tenure-track position in the Department of Education and the Center for Black Studies. Most of my research focuses on the experiences of minorities (African Americans, Latinos, and Native Americans) interested in science, technology, engineering, and mathematics fields. Recently, I completed an article “Theodore Sizer and the Development of the Mathematics and Science for Minority Students Program at Phillips Academy Andover.” This article will appear in the American Educational History Journal Volume 39 in 2012.
Submitted by Steven Luntz on Thu, 05/24/2012 - 9:36am
Steven Luntz Student Teacher Supervisor, Education Department, Math and Science Mills College
I just retired from 22 years of teaching science and math in grades K-8 in Oakland Unified School District. Toward the end of this time I began taking Mills College student teachers. I loved the experience and the support from Mills staff, so when I retired I asked if I could work for Mills as a student teacher supervisor. They took me on, and Dr. Cossey invited me to accompany her to this CETE conference. I think my role here is to learn about the academic context and to find shared challenges and solutions. I was a science bug in K-12 who turned to the humanities, especially political theory, in college. My first authorization was multiple subject, and I did teach elementary school for nearly a decade, but as a science specialty teacher. When I moved to middle school I began to take more of an interest in organization and support. I became senior union representative at our school and began mentoring new teachers, at first informally and then through California's Beginning Teacher Support and Assessment (BTSA) program. My current work, aside from Mills, is with Oakland's innovative Team Science program. We mentor, gather curriculum and provide professional development for grade 6-12 teachers. I have six mentees and am on the steering committee. I'm also on the Peer Assistance and Review joint committee. We oversee support for low performing teachers with permanent status. I'm trying to synthesize what I learn from my three jobs. I'm also obsessed with acoustic steel string guitar, but our visit is too short to fly with one. If anyone happens to bring one, please look me up.
Submitted by Kathleen Morgan on Thu, 05/24/2012 - 9:36am
Kathleen Morgan Associate Professor of Psychology Wheaton College
I have been actively involved in science education since I became a Project Kaleidoscope Faculty for the 21st Century member in the early 1990's. I am an active member of the Council on Undergraduate Research, and teach an interdisciplinary science course for pre-service teachers developed collaboratively with education faculty, biology faculty, and in-service teachers with funds from one of the very last Eisenhower grants. I have participated in a number of STEM education reform/promotion efforts, and currently serve on the Advisory Board for the Southcoast Regional STEM Education Network in the state of Massachusetts.
Submitted by Doug O'Roark on Thu, 05/24/2012 - 9:36am
Doug O'Roark Education University of Chicago
Doug O'Roark is responsible for overseeing the training of secondary grade teachers in mathematics and science with the University of Chicago Urban Teacher Education Program. He participates in the design, implementation, assessment, and continuous improvement of the B.A./M.A.T. program in Secondary Mathematics and Science/Biology. In addition to managing and hiring program staff for this program, O'Roark collaborates with UEI staff, University faculty, and public school practitioners on a range of issues including, but not limited to, student recruitment and admissions, student financial aid, program design, and teaching or co-teaching of select program courses during the first ("Foundations of Education") and the second ("Internship") years of the program. He also directs the Summer Accelerated Math Camp for middle and high school students. O'Roark was previously the mathematics department chair and seminar program director at Walter Payton College Prep High School. O'Roark has been honored with multiple awards including The Edyth May Sliffe Award (MAA national award); T.E. Rine Award (Illinois Math Teacher of the Year); and named awards from the City of Chicago Math League and Walter Payton College Prep.