There are no future events scheduled at this time. Please check back in early fall for 2013-2014 events. Archived events with links to event videos and reports are listed below.
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
The Center for Research on Lifelong STEM Learning and the College of Engineering are pleased to be co-hosting this seminar and forum on Thursday March 13th at 2:00 p.m. in Furman Hall Rm 105. The interactive seminar is expected to last one hour, faculty are welcome to stay longer to interact with Dr. Matusovich and colleagues. Refreshments and snacks will be provided.
Motivation is a term used frequently within undergraduate education and there is considerable research that focuses on understanding engineering student motivation in particular. In this interactive seminar, we will consider ways to incorporate knowledge about student motivation, drawn from research and practice, into the design of courses and curricula. First we will explore seminar participants’ beliefs about undergraduate student motivation. We will then discuss a sampling of findings from 5 different in-progress research studies which examine engineering student motivation for learning and/or faculty motivation for teaching. Finally, we will consider how to connect instructors’ experiences in the classroom with research-based findings on motivation to inform curricular change.
Holly M. Matusovich is an assistant professor in the Department of Engineering Education at Virginia Tech. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science from the University of Connecticut, and a Ph.D. in Engineering Education from Purdue University. Dr. Matusovich came to academia after nearly 12 years in engineering practice. She currently teaches in the first year engineering program and also in the engineering education graduate program. Her research focuses on student and faculty motivation and student identity development in the context of engineering classrooms and careers. Dr. Matusovich is a Co-PI and the lead qualitative researcher for two NSF-funded studies, A Mixed-Methods Study of the Effects of First-Year Project Pedagogies on the Retention and Career Plans of Women in Engineering and on the collaborative research project, Engineering Pathways Study: The College-Career Transition Informing Educational Practice. Dr. Matusovich is also PI on the NSF-funded projects Lifting the Barriers: Understanding and Enhancing Approaches to Teaching Communication and Teamwork Among Engineering Faculty, Understanding Barriers to Engineering as a Career Choice Among Appalachian Youth, and a Co-PI on the multi-institutional Building Theories that Inform Practice: Exploring Engineering Epistemologies Through Cross Disciplinary Data Analysis. She received a CAREER award from NSF for her project titled, Does Motivation Matter for Conceptual Change? Exploring the Implications of “Hot Cognition” on Conceptual Learning.
Martin Storksdieck is the Director of the Board on Science Education at National Academy of Sciences. Martin’s background is in biology, public administration, and education. Martin’s prior research is focused on what and how we learn when we do so voluntarily (free-choice learning), and how learning is connected to our behaviors, identities and beliefs. Martin will be giving a publilc talk about her vision for the OSU Center for Research on Lifelong STEM Learning immediately followed by an open forum in Kidder 202 and streaming at http://live.oregonstate.edu.
When do people learn science? Why do people learn science? Where do people learn science? In this talk derived from an NSF Distinguished Lecture, Dr. John H. Falk will present a brief overview of the growing understanding of how the public learns science across their lifetime. Dr. Falk will summarize two recent large-scale research studies. The first study sought to determine the relative contributions to public science understanding made by key sources of science education – schooling, free-choice learning and the workplace. The second study attempted to better understand the functioning of the infrastructure that supports public science education in the United Kingdom by using community ecology frameworks. The seminar will conclude with some thoughts and discussion about the implications of these findings for conducting science education research in the future. View this seminar