Category Archives: Teacher Education

Stockero tops most cited articles

Shastockero-personnelri Stockero (CLS/Math) co-authored two of the most cited articles in the Journal of Mathematics Teacher Education (JMTE) and Journal for Research in Mathematics Education (JRME). According to Google Metrics,  Stockero’s article “Characterizing pivotal teaching moments in beginning mathematics teachers’ practice”, was the 9th most cited JMTE article from 2013-2017. Laura Van Zoest from Western Michigan University is co-author.

A second article, “Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking”, was the 12th most cited JRME article for that same time period. The article was co-authored by Keith Leatham and Blake Peterson (Brigham Young University) and  Laura Van Zoest.

 


Research for Teachers Poster Session

Group of Teachers present posters on mobile chalkboards to attendeesA poster session for the Michigan Tech 2018 Research Experiences for Teachers was held from 3 to 5 p.m. yesterday (Aug. 9) in the Great Lakes Research Center Second Floor Atrium.

The poster session concludes the NSF-funded Teacher Professional Development summer institute, “Computational Tools and the Environment.”  Twelve in-service teachers were paired up with civil and environmental engineering graduate students to research topics such as water quality, lead contamination, aquaponics and renewable energy.

The results of their research have been translated into curricula for science and mathematics classes. They will present the results of their research and curriculum development at the poster session.

Michigan In-service Teachers Participate in Engineering Course at MTU

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Through the generous support of a grant from the Robert Noyce Teacher Scholarship Program, 8 Michigan teachers participated in a two-week long summer institute on the campus of Michigan Tech last month. The teachers are newly admitted students in the Master’s of Applied Science Education program, housed in the Department of Cognitive and Learning Sciences. The teachers engaged in hands-on experiments in the course, The Engineering Process, which was taught by Dr. Irwin from the School of Technology. Teachers took part in both the technical and creative sides of the problem solving process surrounding engineering.

Michigan Tech’s Mi-STAR kits to be supplied by Nasco

Mi-STAR’s curriculum and its associated professional learning program were designed and developed in full alignment with the Next Generation Science Standards (NGSS) and the Michigan Science Standards. The curriculum is unique in that it integrates content and methods across the traditional disciplinary boundaries of Earth and space science, life science, engineering and physical science. Engineering principles are fully embedded in the curriculum; engineering is not treated as an afterthought or add-on by Mi-STAR.

Although the curriculum is still being developed, all of the 6th-grade units will be available in time for the start of school in fall 2018. Several 7th- and 8th-grade units will also be available for the fall. When completed, the entire middle school curriculum will address all of the middle school standards.

Mi-STAR’s curriculum and associated professional learning support student-centered instruction in middle school classrooms. Each unit in the Mi-STAR curriculum addresses a real-world problem that is of wide interest to 21st-century society. By maintaining a focus on real-world problems, the curriculum helps students understand how science and engineering are used to design solutions to issues that are relevant to their communities and the world.

“By partnering with a major corporation to produce and deliver kits to schools, Mi-STAR will be able to expand its reach and provide better service to educators and other users” says Jackie Huntoon, provost and vice president for Academic Affairs at Michigan Tech. Huntoon noted “anything a STEM-focused University like Michigan Tech can do to increase students’ interest in science before they graduate from high school will ultimately benefit our state and the nation.

“Michigan Tech scientists and engineers have devoted a lot of time and effort into making Mi-STAR the best it can be—and these efforts are really having a positive impact on Michigan’s teachers and students.”

Mi-STAR was founded in 2015 through a generous gift to Michigan Tech from the Herbert H. and Grace A. Dow Foundation. In 2017, Mi-STAR was identified as a promising program by STEMworks at WestEd.

School districts partnering with Mi-STAR have been successful at obtaining support from the Michigan Department of Education to enhance their teacher’s professional learning and to improve science learning outcomes among their students while using the Mi-STAR curriculum and professional learning program. In 2018, Michigan Tech received funding from the National Science Foundation Robert Noyce Teacher Scholarship Program that will be used to increase the number of teachers proficient with Mi-STAR’s NGSS-aligned curriculum and who are prepared to lead reform efforts in their schools, districts and the state.

As of January 2018, Mi-STAR was used by more than 450 teachers in more than 100 schools/districts with an estimated 45,000 students. Nasco was started in 1941 by a vocational agricultural teacher, Norman Eckley. Starting as a simple operation in a two-car garage, Nasco has grown to an enterprise publishing more than 35 different catalogs, with an annual circulation exceeding 5 million, to customers in education, agriculture, healthcare training and lab sampling worldwide featuring materials available for a wide array of educational, training and production needs.

by Jackie Huntoon, Provost and Vice President of Academic Affairs


Dr. Ellis Recognized at Dean’s Teaching Showcase Luncheon

Dr. Jsusie and joshosh Ellis was recognized on April 24 by CLS Department Chair Susie Amato-Henderson at the annual Dean’s teaching showcase luncheon. College of Sciences and Arts Dean Bruce Seely selected Ellis, Assistant Professor in the Department of Cognitive and Learning Sciences (CLS) for his synthesis between research and teaching.
Following his experience as a K-12 teacher in Minneapolis, Ellis was driven to understand more about how teachers know when their students have learned. As a budding researcher with his eye on K12 education, Ellis 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 teacher 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 with the newly developed 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.”
As one of 12 Deans’ teaching showcase members, Dr. Ellis 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.

Alumni Spotlight: Chemical Kim

image4Over the past 10 years I’ve taken my love of teaching chemistry to the community and volunteer bringing hands-on learning to schools, organizations, libraries, the children’s hospital, and television science segments on ABC affiliate stations (WZZM 13 in Grand Rapids, Michigan and ABC7 in Fort Myers, Florida). I present a blend of smart and entertaining hands-on science activities that motivate kids to continually question and investigate their world. My encouragement is to never stop being curious and never stop seeking the answers.

In addition, I utilize mobile technology in my teaching in the chemistry classroom, laboratory, and science outreach. I’ve authored several technology grants and have led several workshops at local colleges and schools teaching on the integration of mobile technology in the classroom.

I started into the education program at MTU as a junior as a result of two friends majoring in mathematics that convinced me to join them. I really wasn’t expecting to go into teaching. I loved chemistry and was planning on a career as a research chemist. Standing in front of a group of people was always so fearful to me. As I got farther into the education program, I started to discover how much I was enjoying my classes. It got me thinking how many college chemistry professors really don’t know how to teach. This motivated me more in the education program at MTU. I started to feel like I could be that change and teach chemistry better than it was taught to me. The education program at MTU gave me that “face your fear and find your passion” moment. I faced my fear of being in front of a group of people and found a passion that made everyday of going to work since, a joy.

My advice to current teachers is to do what you love. If you don’t find a love in your subject or in teaching it, don’t force it. The teaching world is filled with too many who complain about teaching, students, and the hard work for so little pay. Yes, the pay is little and yes, the work is hard… but if you love it, you will not regret a day of your career choice. You will make a difference to the world because you’re giving the good part of yourself, the happy part.

Always be yourself and do not teach a particular style just because that’s how you were taught. Teaching is always evolving and be ready for constant change. The best experiences you can bring to the classroom are your life experiences. Use your personality and life experiences to make the best environment for learning. In the early years of your teaching, keep learning more hands-on about your subject and education. Substitute teach, participate in research, attend workshops and seminars, become active at your school. And if you have time, volunteer in your community.

If you’re enjoying teaching, then your students are probably enjoying learning. And if your nervous, that is good because nerves means you care. The day I’m not nervous or a bit scared to go into a classroom might be the day I might be ready to retire from teaching.

To learn more, check out Chemical Kim’s social media sites: www.youtube.com/scistudiowww.chemicalkim.com


Dr. Lark Receives New Funding

lark-personnelAmy Lark, Assistant Professor in Applied Science Education, was one of the Michigan Tech faculty members to receive an award exceeding $5,000 from the Michigan Space Grant Consortium for her program “Teacher Training: The Next Generation Science Standards in Theory and Practice”.  Click here to see a full list of recipients.

NASA implemented the National Space Grant College and Fellowship Program in 1989 to provide funding for research, education and public outreach in space-related science and technology. The program has 52 university-based consortia in the United States and Puerto Rico.

As an affiliate of the Michigan Consortium, Michigan Tech has been an active participant in MSGC for approximately 20 years. MSGC funding is administered through MTU’s Pavlis Honors College. For more information, contact Paige Hackney in the Pavlis Honors College, call 7-4371, or visit the MSGC website.


New Publication in K-12 STEM Education

Cover of the International Journal of STEM Education, four circles overlappingDrs. Dare and Ellis of the Teacher Education program in Cognitive and Learning Sciences have published new research in the International Journal of STEM Education. Along with their co-author, Dr. Gillian Roehrig at the University of Minnesota, Drs. Dare and Ellis explore middle school teachers’ experiences in their first-time implementation of integrated STEM curriculum units. This article is publicly available through Open Access.


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.