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Stem Literacy For Ells Through Service Learning, Sandra Rodriguez-Arroyo, Barbara Brimmerman, Olga Zeisler Nov 2013

Stem Literacy For Ells Through Service Learning, Sandra Rodriguez-Arroyo, Barbara Brimmerman, Olga Zeisler

Teacher Education Faculty Proceedings & Presentations

This presentation features: Rationale, Model of Academic Language Proficiency/ Jim Cummins’s Quadrant, STEM Literacy for ELLs, ELLS-OPS, Tall grasses and Wildflowers of Nebraska: A Service Learning Experience, UNO Students, Objectives, First Year: 2011-2012, Second Year: 2012-2013, Community Partner: Allwine Prairie, Support from Service Learning Academy, Research Presentations, Literacy Strategies, Service Learning Project Outcomes, Visit to the Prairie, and Future Research.


Uno Stem Strategic Plan, Uno Stem Leadership Team Sep 2013

Uno Stem Strategic Plan, Uno Stem Leadership Team

Student Learning

The following document is a strategic plan for STEMeducation at UNO as of September 5, 2013. Thedocument represents nearly six months of strategicplanning discussions, meetings, and conversationsbetween those of us on the writing team and many ofyou, our colleagues and friends that share our passionfor excellence in STEM education at UNO. It is alsothe result of a review of our local STEM statistics, theprofessional literature on STEM learning, and a sampleof what other universities are doing to enhance STEMlearning on their campuses. The document is intended tobe a very dynamic one that will be revisited yearly as wecontinue to move ...


What Can Stem Educators Learn From A Teacher Induction Program? A Study Of Science And Mathematics Teachers’ Reflections On Teaching And Learning, Sheryl Mcglamery, Saundra Shillingstad Apr 2013

What Can Stem Educators Learn From A Teacher Induction Program? A Study Of Science And Mathematics Teachers’ Reflections On Teaching And Learning, Sheryl Mcglamery, Saundra Shillingstad

Teacher Education Faculty Proceedings & Presentations

Research completed to date confirms that beginning science and mathematics teachers face many challenges, and must master numerous areas of teaching skill in order to demonstrate competence in teaching. Most will face the initial year of practice with little or no access to an induction program targeting their content areas (Luft, 2009). Research further suggests that science and math teachers left without critically needed guidance, a comprehensive induction program could provide, often develop practices that do not allow their students to participate in inquiry activities (e.g. labs, simulations, problem solving, research projects ( Luft, Roehrig, & Patterson, 2003). Instead the teachers ...