There are no future events scheduled at this time. Please check back in early fall for 2015-2016 events. Archived events with links to event videos and reports are listed below.
May 21st at 4:00 pm in Milam 215, ESTEME@OSU and Dr. Eric Weber will host Dr. Jess Ellis of Colorado State University. Dr. Ellis will present her research focusing on GTA’s development as innovative instructors while discussing two models of PD Programs that support them, as both primary instructors and recitation leaders, in enacting successful student-centered instruction.
Abstract: Supporting Graduate Students as Innovative Instructors
While the demand for qualified Science, Technology, Engineering, and Mathematics (STEM) students is rising, we still face high rates of attrition within these fields. Introductory, prerequisite courses are identified as contributing to students’ decisions to disengage from their STEM pursuits, with students specifically citing poor teaching as a leading component of their negative experiences. Research consistently points to the benefits of student-centered instruction, with work at the undergraduate level indicating that this is a viable and promising direction for improving instruction in introductory STEM courses. The benefits of such instruction include deeper student learning (Kwon, Rasmussen, & Allen, 2005; Larsen, Johnson, & Bartlo, 2013) as well as improved students’ dispositions towards the content domains and persistence in their STEM pursuits (Laursen, Hassi, Kogan, & Weston, 2014; Rasmussen & Ellis, 2013). Graduate student Teaching Assistants (GTAs) contribute to instruction in two ways: as the primary teacher and as recitation leaders. Although graduate students often come into these multiple roles with limited experience or preparation, they are a vital resource for improving STEM education and implementing research-based, innovative instruction (Seymour, 2005). In this presentation, I discuss two models of GTA Professional Development (PD) programs that support graduate students in enacting student-centered instruction at institutions identified as having successful Calculus I programs. I introduce a framework for GTA PD to describe and compare the models. The framework attends to: (a) the institutional and departmental environments, (b) the institutional and departmental cultures, (c) the overall structure of the PD programs, (d) the different types of knowledge emphasized through the programs (Ball, Thames, & Phelps, 2008) and the different types of pedagogies of practice graduate students engage in during the programs (Grossman et al., 2009).
In mid May, the Center for Research on Lifelong STEM Learning and the Center for Teaching and Learning will co-host a series of salons on the National Academies' report "Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering". Though the times and dates are to be determined, you can prepare for our salons by reading through the report, which can be found here:
EVENT: Salon on "Reaching Students"
Hosted by the ESTEME@OSU project team on Monday, May 11th in Milam 215 from 5:00 – 7:00 pm, the ESTEME project team will emcee an informal showcase and discussion of what different STEM units around campus do to provide graduate and undergraduate teaching assistants with training, orientation, and support for their teaching assignments.
If you can join us for Food, Faculty, and Fun, please let us know by RSVP-ing at the following link by May 7th. http://oregonstate.qualtrics.com/SE/?SID=SV_8wCsI8sCKEBNjMx
Join us for community building and a status update on the ESTEME@OSU project at our upcoming F3+: Food, Faculty, and Fun (+) event! This event is open to both current and interested participants. Food, drink, and semi-structured activities will be provided.
The event will be an opportunity for discussion. Using short presentations, Q&A sessions, and group discussion throughout most of the evening, we hope to generate dialogue surrounding teaching and learning, organizational research, student outcomes research, and the project in general. Above all, we want to hear your thoughts and allow you the space to communicate with your colleagues.
RSVP at the following link: http://oregonstate.qualtrics.com/SE/?SID=SV_9NNUjFXsukjebul
EVENT: Food, Faculty, and Fun (+)
Monday, Feb. 23rd
5:00- 7:00 pm
Join us on Wednesday, Dec. 10th from 3:00-5:00 pm in Milam 215, when we will discuss the National Academies’ consensus report on Discipline-based Education Research (NRC 2012) and the President’s Council of Advisors on Science and Technology report on improving undergraduate STEM education, entitled Engage to Excel (PCAST 2012). We will be reviewing these two reports on what they suggest about evidence-based practices for improved STEM education at the undergraduate level, and use the policy recommendations from both reports to reflect on the current political climate around STEM education reform. Refreshments provided.
Click here for more information.
A link to the document Discipline-based Education Research can be found here.
A link to the document Engage to Excel can be found here.
On Wednesday, Nov. 19th from 3:00- 5:00 pm in Furman 303, we will discuss the Common Guidelines for Education Research and Development (jointly authored by NSF and IES), and the role of the guidelines in guiding the agencies’ investment decisions. This salon might be of interest to everyone who would like to better understand what NSF and IES consider appropriate evidence in education and learning research. Refreshments provided.
Click here for more information.
A link to the document can be found here.
John Thompson, Dept. of Physics, University of Maine, will speak as part of an OSU Department of Physics colloquium.
Recent frontiers in physics education research include systematic investigations in the upper division. I have been involved in several collaborative efforts to conduct research on student learning in thermal and statistical physics. The focus in thermodynamics has been on student ideas about the First and Second Laws and the associated concepts (e.g., work, heat, entropy); several studies yield additional insights about broader ideas, such as state functions. Research in statistical physics has focused on the concepts underlying multiplicity and related ideas in probability. Our research interests have included aspects of more advanced physics thinking, including connections between physics and relevant mathematics concepts in many of these areas, in order to explore the interaction of the mathematics and the physics in student understanding; examples include student interpretation of canonical representations, such as pressure-volume (P-V) diagrams, partial derivatives, and Taylor series expansions. We have recently extended our work to investigate student understanding in analogous mechanical and chemical engineering courses. Results from research are guiding the development of curricular materials designed for the upper division. More information can be found here.
Join us as we hear from Dr. Denise Wilson on the importance of relationships and belonging to student engagement.
As one of the first points of entry for students in the academic world, faculty can become some of the most influential figures in a student’s college experience. In the larger picture of student engagement faculty can also play pivotal roles in a student’s sense of belonging within their academic communities. Dr. Denise Wilson, Associate Professor of Engineering Education at University of Washington, and her team have spent five years exploring the role of student belonging on academic engagement at five diverse institutions across the country. Join us as we hear about the important roles that student-faculty and peer relationships can play in both the undergraduate and post-graduate experience.
This event is hosted by the College of Engineering and the Center for Research on Lifelong STEM Learning.
Click here for more information.
Learn why our nation’s future success depends on building a globally competitive, diverse STEM workforce
STEM is a curriculum based on the idea of educating students in science, technology, engineering and mathematics in an interdisciplinary and applied approach—teaching these subjects together instead of separately. The complex problems we face in the 21st century revolve around STEM-related issues. Resolving them will require enhanced research as well as a STEM-educated workforce and a STEM-knowledgeable public. Join us for a lively discussion with Dr. Storksdieck, Director of the Center for Research on Lifelong STEM Learning. He was the former Director of the Board on Science Education at the National Research Council of the National Academy of Sciences prior to coming to OSU in June.
This event is hosted by the College of Science and the College of Education
Friday October 31st 9:30 a.m. to 11:00 a.m.OSU Memorial Union, Horizon Room refreshements provided.
Dr. Storksdieck's event slideshow can be found here.
On September 16th, 2014 our director Dr. Martin Storksdieck served as a keynote speaker to the 2014 Forum on Digital media for STEM Learning in Boston, Massachusetts. Hosted by PBS Learning Media and WGBH Boston, the forum "provides an environment to explore the evolving landscape, products and engagement models surrounding digital media in the STEM education space. The format of this event includes a diverse blend of anchoring keynote presentations and fast-paced panels that provide opportunities for speaker and audience interaction. The Forum also includes time for networking, and an “unconference” portion of the day that provides space and time for critical conversations and collaboration". Links to Dr. Storksdieck's speech and panel discussion can be found below. For more information on the forum, follow the link here.
Keynote speech and Q&A: http://www.youtube.com/watch?v=kl94GZCeWBI
Discussion panel: http://www.youtube.com/watch?v=o71pC-UhUkE