Category Archives: Teacher Education

Dean’s Teaching Showcase: Joshua Ellis

Ellis was mentioned recently in Seely’s article about Cécile Piret (Math). He was, and is, her partner in studying how students learn in Calculus 3 by adding 3-D printers to class exercises. Seely indicates Ellis merits recognition in the Showcase in his own right, saying, “We expect CLS faculty to integrates research on education and learning with his classroom endeavors, but Josh’s approaches merit special attention.”
Ellis began his career as a K-12 teacher in Minneapolis, and knew from the beginning that he was expected to actively consider how a teacher’s decisions affected students. He elaborates, “I asked myself questions every day: How do I know when learning is happening in my classroom? How do my students learn best? What’s my role as the instructor?”
Importantly, he found that the answers to these questions often changed, leading him to adopt a research-like approach. “I sought to identify what helped my students succeed and what inhibited their growth as learners.”
He also entered the STEM Education doctoral program at the University of Minnesota, where faculty embraced this connection between research and educational practice. “I learned how to rigorously analyze teaching through a research lens, and I also learned how to conduct more meaningful research through the teaching lens. I firmly believe that I need both research and teaching to do it.”
This synthesis is embedded in Ellis’ research and classroom instruction at Michigan Tech, where he teaches future K-16 educators. His approach is especially useful when exploring how educational technology can support student learning. This might be best shown by a comment Ellis shared from B.W. Seibert: “Teachers will never be replaced by technology … but teachers who use technology effectively will replace those who do not.”
Ellis considers this perspective “both a warning and an opportunity for education students at Tech eager to use the incredible technological tools of our age to push the boundaries of what we think learning is.” He applies Seibert in his instructional technology course (ED3100) and in his work developing the new foundations of online teaching (ED5101) course. Both courses help educators learn to reach broader audiences, engage diverse participants and empower people of all abilities and backgrounds to achieve more. Students “learn how technology can lower barriers to finding information and more quickly allow students to seek knowledge and understanding.”
This insight explains Ellis’s enthusiasm for 3-D printers as tools that can create solution spaces for mathematics problems. He added that he feels a responsibility to model himself those practices he hopes his students will adopt within their future classrooms. “Educators who engage in these practices are poised to inspire interest, creativity and excellence in their students. I’m incredibly proud of the work that I do as an educational researcher and as an instructor to create these opportunities for our students.”
Seely agrees, and that is why he chose Ellis as this week’s Dean’s Teaching Showcase member. Ellis will be recognized at an end-of-term luncheon with 11 other showcase members, and is now eligible for one of three new teaching awards to be given by the William G. Jackson Center for Teaching and Learning this summer recognizing introductory or large class teaching, innovative or outside-the-classroom teaching methods, or work in curriculum and assessment.
by Michael Meyer, Director, William G. Jackson Center for Teaching and Learning

Three Inducted into Academy of Educators

Academy of Educators 201710210008 EditedIn Ceremonies held Oct. 21, Michigan Tech inducted three new members into the University’s Academy of Educators. The inductees included William Bertoldi, Sarah Geborkoff and Yoneé Bryant-Kuiphoff.

William Bertoldi graduated with a BS in Chemistry in 1980, with Secondary Teacher Certification in Chemistry and Mathematics. Bertoldi spent 30 years teaching in Kingsford Middle and High Schools. In 1996 he established a student organization called “Rockets for Schools,” for which he still serves as advisor. The group designs, builds and launches high-powered rockets. They have performed rocket launches at ceremonies nationally and have been featured in three commercials showcasing student work and have appeared on the Science Channel.

Of his induction into the Academy, Bertoldi says “It was a real honor to receive the award from Michigan Tech. It meant a lot to me and things were so very nice at the dinner. Michigan Tech gave me such a great education and was of such great help to me throughout my career.”

Sarah Gerborkoff, a science teacher at Houghton Middle School, earned a BS in Geology in 2000 with Secondary Teacher Certification in Earth Science and Science.

Since 2013 she has served at Houghton Middle School as the Lead Teacher for the Lake Superior Stewardship Initiative Project. On three different occasions, she served as the advisor for the Lexus Scholastic Eco Challenge team. Her 2014 team that focused on invasive species and her 2015 team that studies the remediation of stamp sands both won a $10,000 national prize.

Yoneé Bryant-Kuiphoff began her career as a science teacher at Milwood Magnet School in Kalamazo in 1993. She eventually became lead science teacher and assisted with staffing and curriculum for the new magnet school. A 1986 graduate of Cornerstone University, she received a master’s in Applied Science Education from Michigan Tech in 2014.

Since 2008 she has served as the Middle School Director for the Michigan Science Teachers Association. From 2011-14, as a member of the first cohort of the Michigan Teacher Excellence Project, Bryant-Kuiphoff participated in the collaboration of Michigan Tech and urban schools to improve Earth Science instructional practices.

Shari Stockero, director of teacher education, in the Department of Cognitive and Learning Sciences says the newest inductees are certainly due the recognition.

“These individuals have represented our program and Michigan Tech well. Teachers do not often receive the recognition they deserve, so we are honored to be able to present them with this acknowledgement of their contributions to K-12 education.”

The Academy of Educators gives public recognition to Michigan Tech alumni and alumnae who have brought distinction to themselves, Michigan Tech and the Teachers Education program through their participation, commitment, outstanding leadership and/or public service in the field of K-12 education.


Tech Offers Computer Science Workshop for K-12 Teachers

Teacher among kids with computers in elementary school class

Michigan Tech is inviting K-12 teachers and administrators to a workshop in August, to help them find ways to bring computer science and programming into their classrooms. The workshop, supported through a Google CS4HS (Computer Science for High Schools) grant, exposes teachers to exciting new ways to bring computer science into schools.

This is the third year Google has supported a computer science workshop at Michigan Tech for teachers.

“As computer technology becomes an ever more powerful and pervasive factor in our world, students need instruction in the creative problem-solving skills that are the basis of computer science,” explains Linda Ott, (CS) director of the workshop.

“Software design and programming skills, along with an understanding of the principles of computer systems and applications, are tremendously valuable in a wide range of future careers, and the problem-solving process of computational thinking can be used to enrich a wide range of K-12 courses. New tools and teaching materials make it possible to bring the creative spirit of computing into K-12 classrooms.

“From a teacher’s perspective, however, bringing computer science into the classroom can seem intimidating,” Ott goes on to say.

“We want to help teachers develop confidence in their own computer science literacy and help them craft a computing curriculum that meets their teaching missions.”

The workshop will cover a basic understanding of computer science principles, help teachers integrate programming into new and existing courses, disseminate K-12 computer programing course materials developed at Michigan Tech and provide tools for increasing interest in computing among young women.

Participants will receive lunches, a stipend to help with travel and other expenses, and a year of assistance in course development from a Michigan Tech computer science graduate student. Out-of-town teachers will receive free accommodation at the Magnuson Franklin Square Inn.

For more information or to apply, click here.


Kaitlin Kogut Accepts Teacher of Promise Award

Every year the Network of Michigan Educators invites the Teacher Education faculty to nominate and honor their top pre-service teachers as “Teachers of Promise”.  This year the faculty kaitlinnominated Kaitlin Kogut, who completed her final semester with the program as a student teacher in Houghton High School. Kaitlin completed her degree in Biological Sciences Secondary Education and Integrated Science Teaching. She is also a member of Michigan Tech Leading Scholars.

Kaitlin accepted her award at the Annual Recognition Banquet and Conference in Lansing last month, stating “I learned about advocating for students through social media, alternative school models aimed at reaching every student, and digitizing the classroom. I was able to participate in conversation in each of these sessions using the knowledge I gained in Teacher Education classes at Michigan Tech.” Congratulations, Kaitlin!

 


Important Changes to Teacher Professional Development Programs

Professional Development Summer Institute for Teachers 06162016019The Department of Cognitive and Learning Sciences (CLS) made important changes that will impact departments and faculty who have offered Teacher Professional Development courses or State Continuing Education Clock Hours (SCECHs) for teachers attending workshops or events.

It is hoped these changes will make things easier for you and your attendees and also provide teachers with graduate credit or SCECHs for their continuing education.

CLS is now accepting online proposals for Teacher Professional Development courses for institutes to be held next summer. These courses provide graduate credit to participants and allow you to pass the handling of course logistics off to CLS’s Teacher Professional Development Coordinator, Rachelle Gariepy. We deal with collecting teacher applications for your course, assuring students are registered as degree seeking or non-degree seeking students, verifying teaching certificates, working with teachers to gain admittance into the Graduate School, arranging housing and meal coordination and assisting with advertising.

Complete the link below to request your educational offering for teachers takes advantage of these services. In addition, if you would like to have your course advertised at the Michigan Science Teachers Association or the National Science Teachers Association annual conferences, course proposals must be submitted prior to Jan. 27. In order to offer a Teacher Professional Development course, you must fill out this proposal.

The CLS department will now be working with the state to offer approved SCECH programs in which teachers are the primary focus. Historically, faculty have worked with the Copper Country Intermediate School District (CCISD) to provide this service. SCECHs are used by teachers to apply toward renewing their teaching certificate or advancing from a provisional to a professional level teaching certificate. If you are interested in applying for a State-approved SCECHs program, contact Gariepy. Be advised that all SCECH proposals submitted to the CCISD in the future will be returned to the CLS department for processing.

If you have any questions about how our Teacher Professional Development programs can assist you in your work with K12 teachers, feel free to contact Gariepy or CLS Department Chair Susie Amato-Henderson.



Teacher Professional Development Course Introduces Kids to Engineering

Eng-5100-3Over the summer, Michigan Tech presented the increasingly popular teacher professional development course, The Engineering Process. The course was developed by Professor Emerita Sheryl Sorby, and has been taught since 2001. The Engineering Process has grown more successful with the rise of the new Next Generation Science Standards (NGSS), which aims to transform how K-12 teachers introduce basic engineering concepts to their students. The teachers participated in the rigorous two-week course, which assisted in the development of curriculum to bring back to their classrooms this year. Aside from the fundamentals of engineering, the course also covered issues such as energy, infrastructure, and transportation.

The Engineering Process was generously funded through the Michigan Science Teaching and Assessment Reform (Mi-STAR) project, which is developing and testing a new integrated science curriculum that are aligned with the NGSS. “Mi-STAR is a perfect fit with what we’re doing,” said Professor John Irwin, “We’ve known all along the importance of getting kids interested in engineering before they get to college.” The summer institute was coordinated through the Department of Cognitive and Learning Science’s Teacher Professional Development program.

From the Mi-STAR blog, by Marcia Goodrich- Read full article here

 

 


NSF Teachers Present their Research

IMG_20160818_145231Six Michigan teachers mentored by Michigan Tech graduate students during a 6-week Summer Institute on Computational Tools and the Environment presented their research in a poster session yesterday in the atrium of the Great Lakes Research Center. Research topics included water quality, forestry management, and life cycle analysis. The results of their research have been translated into curricula for science and mathematics classes. The course was instructed by Dr. Alex Mayer (CEE), Dr. Emily Dare (CLS), Dr. Noel Urban (CEE), and Shawn Oppliger (CCISD). The institute was coordinated through the Department of Cognitive and Learning Science’s Teacher Professional Development program.

The institute was sponsored by the National Science Foundation’s Research Experiences for Teachers program.

From Tech Today

 


Flint Teachers Visit Michigan Tech

Flint teachers recently participated in a four day Teacher Professional Development summer institute at the Great Lakes Research Center. The program, which was funded by General Motors, focused on the Flint River Watershed, drinking water treatment, and wastewater treatment.

“These are the people that are going to change the lives that need to get this work done over the next several decades. If we can reach these teachers, then we can stimulate a process that’s going to engage the young people and that’s where the future is,” said Martin Auer, a Professor in Michigan Tech’s Department of Civil and Environmental Engineering.

From abc 10 news. Read full article


Engaging Students in Physical Science

Physical ScienceEngaging Students in Physical Science

ED 5650 2 credits, FREE!
June 13 – 17, 2016
Summer 2017 (Dates TBD)
Deadline: May 15, 2016

Cost: Free! (includes room and board.)
The purpose of the course is to increase the content knowledge and pedagogical knowledge of secondary science physics and physical science teachers. Specific content focus will be around forces and motion, energy, and properties of and change matter and the application of these content areas in engineering to prepare teachers for NGSS. These topics are the core of understanding physical phenomena all around us and address the state standards. Instructional focus will be placed on improving skills to delivery inquiry-based science instruction in the classroom. Additionally, emphasis will be placed on learning how to provide students with meaningful, real-world contexts and applications by learning about engineering design processes.

ED 5650
2 credits

Learn more and apply at Teacher Professional Development Summer Institutes.