CEER News and Events
William Sea - AACR Postdoctoral Research Associate Candidate
Center for Engineering Education Research Seminar.
An Ecological Perspective on STEM Education Research: Challenges and Opportunities .
When:Tuesday, October 21, 2014 - 12:30pm to 1:30pm.
Where:1420 Engineering Building.
Using several key concepts from ecology and conservation science, I draw on
my research and teaching experience to explore the challenges and
opportunities for teaching large introductory science courses and conducting
STEM education research. Specifically, I give examples from my use of
active learning approaches including feedback through open-ended constructed
response questions and informal student-focused research. I also discuss
key findings from recent literature and preliminary results from the
analysis of a large national survey of Chemistry, Biology, and Physics
Dr. William Sea earned a PhD in Ecology in 2008 from Colorado State
University. His PhD research focused on modeling climate and fire effects on
tree-grass dynamics of savannas in southern Africa. After his PhD, he
worked as a postdoctoral research associate at CSIRO in Canberra, Australia
investigating the use of remote sensing to study fire-savanna dynamics and
carbon balance in northern Australia and the ecohydrology of tropical
grasslands. He subsequently worked as a research fellow and is currently an
adjunct fellow at the University of Canberra investigating restoration of
grasslands invaded by Chilean needle grass and the conservation of the
critically endangered golden sun moth. He has a long interest in improving
STEM education at all levels.
Nirit Glazer - AACR Postdoctoral Research Associate Candidate
Center for Engineering Education Research Seminar
The Value of Consistent and Objective Assessment in Teaching Efficacy for Large Classes
When:Friday, October 24, 2014 - 11:00am to 12:00pm.
Where: 2555 D Engineering.
One of the main challenges in large courses is monitoring the individual
section activities, and tracking consistency across sections in both
instruction and grading. It is important that all students be graded on the
same basis regardless of the section to which they have been assigned. The
desire and call for consistency in teaching and grading across sections in a
multiple-section course is mandatory; but unfortunately it has received
little attention in the research literature. This talk focuses on the use of
assessment to enhance consistency, and its impact on teaching efficacy in
large post-secondary courses. The talk also focuses on the usefulness and
effectiveness of assessment in informing instructors about the learning
progress of their students, such as gaps in understanding, so that the
instructors will be able to use this information to help their students to
make a better connection between interrelated ideas.
Nirit Glazer earned her Ph.D. in Educational Studies from the University of
Michigan under the supervision of Professor Joseph Krajcik. Her research
interests are the enhancement of student learning and improvement of
teaching practice, particularly through assessment, learning analytics, and
visualization of data. She earned her master degree from the Department of
Science Teaching at the Weizmann Institute of Science (Israel)and bachelor
degree in Chemistry and a teaching certificate, both from the Technion -
Israel Institute of Technology (Israel). Additionally, she is excited about
implementing technology to assist in feedback for both teachers and
Matthew Steele - AACR Postdoctoral Research Associate Candidate
Center for Engineering Education Research Seminar
Conceptual Exercises in Online Physics and Astronomy Courses .
When: Monday, October 20 , 2014 - 11:00am to 12:00pm.
Where: 1420 Engineering Building
Students' conceptual understanding in introductory physics and astronomy
courses often lags behind their computational problem solving ability.
Numerous research based solutions to this problem have been developed
ranging from pedagogies and frameworks to content specific curricula. It is
a struggle to adapt many of these approaches to online and blended classes
where students engage the course material and each other in a manner
dissimilar to how they would in the traditional classroom environment for
which the methods were originally developed. In this talk I examine the
challenges of the electronic course format for conceptual understanding in
physics and astronomy and how existing research based pedagogies maybe
adapted to meet them.
Matthew Steele is a graduate of Michigan State University, earning his PhD
in Astrophysics and Astronomy. Dr Steele's science research is focused on
accreating black holes and the dense stellar environments in which they are
found. While completing a masters degree in Physics at Bowling Green State
University he served as a NSF GK-12 Fellow in a science education program
bringing Inquiry practices to public school classrooms. Most recently Dr
Steele taught at Northern Michigan University where he worked to extend
student centered pedagogies beyond the traditional classroom walls.
An Introduction to Evidence-Based Undergraduate STEM Teaching MOOC – An Open, Online Course for Future (and Current) Faculty.
Launching October 6, 2014, “An Introduction to Evidence-Based Undergraduate STEM Teaching,” is an open, online course designed to prepare STEM (science, technology, engineering, and mathematics) faculty to be more effective teachers.
This free online course will provide future (and current) STEM faculty with an introduction to evidence-based STEM teaching practices. Participants will learn about effective teaching strategies and the research that supports them, and they will apply what they learn to the design of lessons and assignments they can use in future teaching opportunities. Those who complete the course will be more informed and confident teachers, equipped for greater success in the classroom.
The course is hosted by Coursera. You may sign up at
Local Learning Communities
There will be a local Learning Community hosted at MSU for MSU participants to meet each other face-to-face and to discuss the course materials and assignments.
All meetings will be from 5:00-6:30p.m. Below are the room numbers...
“An Introduction to Evidence-Based Undergraduate STEM Teaching” is funded by a WIDER grant from the National Science Foundation led by PI Rique Campa (Michigan State University). Other PIs on the grant are Kitch Barnicle (University of Wisconsin-Madison), Derek Bruff (Vanderbilt University), Bennett Goldberg (Boston University), and Robert Mathieu (University of Wisconsin-Madison).
When:Thursday, May 8, 2014 - 12:00pm to 1:30pm
Where:Room 252 Erickson Hall
StudioCode is the premiere Mac software package for the cataloging and research coding of classroom video, open interviews, and even such diverse fields as sports video. This session will be an introduction to StudioCode and its use for research video analysis in education and other disciplines. It is open to all members of the university community who may be interested in using modern video research tools in their work. CREATE is sponsoring this event as part of an effort to build and offer research capacity. Mike Anzalone from StudioCode will be leading the discussion. In addition, Mike will be available to meet with individual researchers or research groups in the late morning and afternoon outside of the session. Please sign up at http://create4stem.msu.edu/doodle/studiocode for a slot if you would like to meet with Mike to discuss your research needs.
Presenters: Claudia E.Vergara ,Mark Urban-Lurain,Daina Briedis,and Jon Sticklen
Michigan State University
Engaging Students in Science Practice .
This session, co-presented by Danny Caballero, from the College of Natural Sciences, and David Stroupe, from the College of Education represents best what this series is all about: Creating a collaborative community for teaching, learning, and research of STEM education K-16.
When:Thursday, April 17, 2014 - 1:00pm.
Where: 252 Erickson Hall
For more details: CREATE Science Seminar Series: Danny Caballero and David Stroupe