Steam With A Capital A: Learning Frenzy,
2013
Syracuse University, New York, USA
Steam With A Capital A: Learning Frenzy, David Rufo
The Transdisciplinary STEAM+ Journal
A student dipped a brush into a bowl of viscous tempera paint and in a few quick strokes formed thick magenta letters on a large display board. Nearby a handful of students were working together to attach string to paper cups and balloons. Across the room a small group of girls were lying on the floor carefully adding multi-colored text to a poster. Two others created characters out of Popsicle sticks for a puppet show...This is how the integration of Science, Technology, Engineering, Arts, & Math (S.T.E.A.M.) happened with the fourth and fifth graders during the first few weeks of …
Keeping Abreast With Liberal Arts And Science Through Steam,
2013
Museum of Contemporary Art San Diego, San Diego, California, USA
Keeping Abreast With Liberal Arts And Science Through Steam, Tanya Rivas, Gregory Knotts
The Transdisciplinary STEAM+ Journal
The integrated unit on breast cancer described here includes biological science and visual art standards and was targeted at high school juniors and seniors. The goal was to make a potentially controversial and taboo subject relatable through an art-science approach
Reflections ~ How Stem Becomes Steam,
2013
Jack Swigert Aerospace Academy, Colorado Springs, Colorado, USA
Reflections ~ How Stem Becomes Steam, Ruth Catchen
The Transdisciplinary STEAM+ Journal
Reflections from designing a STEAM class for high-risk students.
Merging Science And Art: The Bigger Picture,
2013
Universidad de Les Illes Balears, España (University in the Balearic Islands, Palma, Balearic Islands, Spain)
Merging Science And Art: The Bigger Picture, Natasha Hall
The Transdisciplinary STEAM+ Journal
It has been stated that artists comprehend and chronicle the completeness of the visible world (Wallach & Bret, 1987), defining Art as the creative expression of knowledge about the visual world. But to what extent does that awareness extend into a scientific appreciation of the world? The acronym STEAM is an abbreviation of Science, Technology, Electronics, Arts and Mathematics. Weaving interactions between Science and Art, have been shown by Clarke and Button (Clarke & Button, 2011), to intensify interconnections between nature, with Landscape, and ultimately with sustainability.
Getting Real About The E In Steam,
2013
University of California - Los Angeles, California, USA
Getting Real About The E In Steam, James Catterall
The Transdisciplinary STEAM+ Journal
STEM and STEAM are in the news. Researchers and educators in my field (cognition, art, and creativity) argue reasons for adding the A to STEM. While I visit this below, my focus is elsewhere. In this brief essay, I want to explore the meaning and importance of the E appearing in both STEM and STEAM. What’s engineering doing in this mix? And what are some reasons for affirming the arts when the role of engineering is clarified?
Professional Development As A Community Of Practice And Its Associated Influence On The Induction Of A Beginning Mathematics Teacher,
2013
Brigham Young University - Provo
Professional Development As A Community Of Practice And Its Associated Influence On The Induction Of A Beginning Mathematics Teacher, Savannah O. Steele
Theses and Dissertations
This qualitative study analyzes a professional development course and its associated influence on the induction of a beginning mathematics teacher from a sociocultural perspective. Specifically, it examines whether a specific high school mathematics professional development course formed a community of practice through the elements of mutual engagement, joint enterprise, and shared repertoire. A community of practice is an inherently sociocultural framework. The results show how each element was present in the professional development, indicating that a community of practice had formed. Using those three elements of community of practice, the study further analyzes the induction of one first-year teacher, Sarah, …
Developing A Stem Teacher Recruitment Pipeline,
2013
Columbus State University
Developing A Stem Teacher Recruitment Pipeline, Kimberly Shaw, Cindy Ticknor, Tim Howard
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
The Columbus Region Academy of Future Teachers of STEM (CRAFT-STEM), a Phase I Robert Noyce Teacher Scholarship Program, combines internships and scholarships, an exciting summer STEM Honors Camp, a new Teaching Connections Seminar, and an impressive array of existing resources to recruit, prepare, and graduate an increasing number of STEM teachers committed to serving high need high schools.
Integrating Manipulatives To Improve Fraction Concepts,
2013
Georgia Southern University
Integrating Manipulatives To Improve Fraction Concepts, Rachel Dunn
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
The aim of this session is to demonstrate the tools used to help reinforce and recreate students’ conceptual knowledge of fractions, specifically targeting the unit of reference. These manipulatives will provide teachers with instructional support for Common Core Standards, which emphasize critical thinking skills and various representations of knowledge, specifically with fractions. Participants will become actively engaged in learning about these tools, including jumping on a number line floor mat, working with circular fraction pieces and placing fractions on a number line rope. By representing knowledge through circular and linear methods, students will use critical thinking skills and support will …
Teaching Undergraduates At The Peer Review Level,
2013
Valdosta State University
Teaching Undergraduates At The Peer Review Level, Thomas J. Manning
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
Undergraduate science students have participated in a host of science activities, including designing, synthesizing and submitting cancer drugs to the National Cancer Institute, writing and submitting a patent, formed a company and won two SBIR grants, launching high altitude balloons and developing a new nomenclature system for nanostructures. This presentation will outline ten projects conducted by students as part of classes that have been published in peer reviewed journals and discuss the logistics surrounding them.
Research Experience Via Active Collaboration With High Schools (Reach),
2013
University of West Georgia
Research Experience Via Active Collaboration With High Schools (Reach), Sharmistha Basu-Dutt, Megumi Fujita, Victoria Geisler, Douglas Stuart
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
The nature, activities and outcomes of the REACH program, a symbiotic partnership between UWG and selected high schools in West Georgia, will be presented. REACH provided an enrichment opportunity for high school students and teachers to experience the full spectrum of the scientific enterprise, understand the true nature of how and what scientists do, and explore exciting career opportunities.
Under Graduate Curriculum Integration: Bringing Students Together Through Research,
2013
Georgia Gwinnett College
Under Graduate Curriculum Integration: Bringing Students Together Through Research, Clay Runck, James Russell, Allison D’Costa
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
At Georgia Gwinnett College we are integrating the undergraduate educational experience for our Bachelor of Science students in the Biology discipline. We are using the opportunities presented by the genetic information revolution to combine biology courses in a longitudinal and integrative research project aimed at cataloguing biological diversity over space and time on the developing Georgia Gwinnett College campus.
Creating A Faculty Learning Community To Support Scholarship Of Teaching And Learning Among Stem University Faculty,
2013
Georgia Institute of Technology
Creating A Faculty Learning Community To Support Scholarship Of Teaching And Learning Among Stem University Faculty, Cher C. Hendricks, Myrna Gantner
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
In this session, we describe the creation of a Faculty Learning Community for university faculty in science, mathematics, and computer science. These faculty, recipients of mini-grants funded by the USG STEM Initiative, are studying ways to improve their instruction and increase student learning in STEM courses. Through the FLC, they are able to collaborate and support each others’ work.
Joining & Using Google Plus Communities: Georgia Stem Teaching & Learning Conference Community,
2013
Georgia Southern University
Joining & Using Google Plus Communities: Georgia Stem Teaching & Learning Conference Community, Daniel Rivera
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
The 2nd Annual Georgia STEM Teaching & Learning Conference has chosen Google Plus Communities as the designated tool for encouraging communication among university faculty, K-12 teachers & administrators, research institutions, and businesses. The purpose of this session is to show participants how to get connected and then how to use Google Plus Communities for collaboration.
Classroom Solutions: Managing Common Core,
2013
Chapman University
Classroom Solutions: Managing Common Core, Donna Lamkin, Stacy Hinds
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
Participants will learn research-based, classroom tested strategies that empower teachers, inspire students, and raise test scores. They will learn how to build and maintain high achieving classrooms. The evidence based strategies expand learning and enhance the efficacy of academic and behavioral programs that are already in use. The strategies increase student on-task time and create classroom environments conducive to maximum student performance
Providing Early Childhood Pre-Service Teachers With Increased Science Content Knowledge And Effective Teaching Strategies: A Two Year Project,
2013
Georgia College
Providing Early Childhood Pre-Service Teachers With Increased Science Content Knowledge And Effective Teaching Strategies: A Two Year Project, Lyndall Muschell, Holley Roberts, Christine Mutiti
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
This presentation explores the results of a two-year project with pre-service teachers which focused primarily on providing increased knowledge of science concepts, effective strategies, and use of resources to improve science instruction while increasing confidence for the teaching of science.
Research Participants Discuss Stem Conference Participation And Impacton Thinking And Practice,
2013
Georgia Southern University
Research Participants Discuss Stem Conference Participation And Impacton Thinking And Practice, Colleen Beyer, Thomas Koballa, Delena Bell Gatch, Leslie S. Jones, Sharmistha Basu-Dutt, Farooq Khan
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
Last spring, Georgia Southern University hosted its first Scholarship of STEM Teaching and Learning conference. Conference participants were asked to respond to a survey and a subset of participants was selected for an in-depth study. In this session, an overview of the research project will be presented and current research participants will discuss the impact of conference participation on their thinking and practice.
I2StemE - What, Who, Where?,
2013
Georgia Southern University
I2StemE - What, Who, Where?, Kania Greer, Bob Mayes
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
I2STEMe is a new Institute on the campus of GSU whose focus is to increase opportunities for K-20 students, teachers, and businesses to partner together to improve STEM Education in Georgia around the tenets of place-based learning, problem based learning and teaching for understanding.
Teacher Professional Development: Using Local Resources To Engage Teachers And Students In Learning,
2013
Georgia Southern University
Teacher Professional Development: Using Local Resources To Engage Teachers And Students In Learning, Missy M. Bennett, Heather Scott
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
Do your students or teachers suffer from “nature deficit disorder”? Engage and interest students and teachers in the study of ecology and other content through the use of place-based resources to teach national and state standards. This presentation shares preliminary data and engaging strategies from professional development activities which engage secondary teachers in the investigation of local natural resources and encourage the development of ecology lessons and activities using local resources.
Integrating Manipulatives To Improve Fraction Concepts,
2013
Georgia Southern University
Integrating Manipulatives To Improve Fraction Concepts, Rachel Dunn
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
Many students are overwhelmed by mathematics because the language is too difficult, the teaching strategies are insufficient or they have lost motivation. With a recent emphasis on meeting the Common Core expectations, using manipulatives to eliminate misconceptions in the mathematical classroom has become even more prevalent. I explored the misconceptions that many students struggle with and provided possible methods of eliminating them at all levels for learning. During this investigation, I studied the effect of manipulatives on students’ understanding of fraction concepts and the students’ conceptions of the unit of reference when working with fraction word problems. I learned that …
Research Experience Via Active Collaboration With High Schools (Reach),
2013
University of West Georgia
Research Experience Via Active Collaboration With High Schools (Reach), Sharmistha Basu- Dutt, Megumi Fujita, Victoria Geisler, Douglas Stuart
Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)
“RESEARCH EXPERIENCE via ACTIVE COLLABORATION with HIGH-SCHOOLS (REACH)” is an outreach program targeted to help high school students develop competitive science fair projects by actively engaging them in a Problem Based Learning (PBL) research experience that uses Peer Led Team Learning (PLTL) and Process Oriented Guided Inquiry Learning (POGIL) to learn, discuss, and apply concepts in a real-world context.
