Dr. Soria Colomer, Assistant Professor in Cultural & Linguistic Diversity in the College of Education, has a new article published in the Journal of Race Ethnicity and Education. This study analyzes the storytelling of six Latinx teachers to reveal the challenges and tensions that arise when Latinx teachers try to define their identity in social spaces. It also encourages the use of storytelling as a pedagogical tool to develop racial literacy skills.
Lynn Dierking's work in Free-Choice learning and STEM garnered her a spot in a recent interview by the Center for Advancement of Informal Science Education (CAISE). They interviewed 13 researchers, discussing what "identity" means in the context of informal science, technology, engineering, and math (STEM) education and science communication. Many researchers, educators, and designers intend for students to develop a STEM identity as a result of their participation in educational programs, studies and projects. The interviews aim to understand what having a STEM identity means.
Dr. Gulden Karakok, an alumna of Math Education, will present a Colloquium on Monday, November 5, 2018 at 4:00 pm in Kearney 212. The talk is titled Mathematical Creativity in Proving and Problem Solving - Use of the Creativity-in-Progress “Rubric” (CPR).
Sophie Pierszalowski, Doctoral Student in Education, highlights three guiding strategies for "structuring institutional diversity action plans that will help ensure equitable access to undergraduate research experiences" in a recent publication in the Journal of STEM Education.
CoE Associate Dean Randy Bell co-authored a research article on the impacts of professional development for school district science coordinators. The article, which recently appeared in Science Education, reports the outcomes of one aspect of Dr. Bell’s $28 million U.S. Department of Education Investing in Innovation (i3) grant: the Virginia Initiative for Science Teaching and Achievement.
Amanda Kibler, Associate Professor in Education, discusses how adolescents' peer networks affect linguistic integration in middle school classrooms in a new article in the American Educational Research journal. Dr. Kibler and her associates seek to answer two questions: "(a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers’ classroom practices relate to differences in the linguistic integration of students’ academic peer networks?"
A new article on public engagement training programs by Drs. Cat Stylinski and Martin Storkdieck, along with former research assistant Nicolette Canzoneri was published in the International Journal of Science Education.
Unveiling Impact Identities: A Path for Connecting Science and Society
Our very own Drs. Julie Risien and Martin Storksdieck had an article published in the August issue of the journal Integrative and Comparative Biology. Julie and Martin propose a process for scientists to develop their "impact identity" in the interest of strengthening both personal outcomes and positive outcomes for society.
A new analysis of multilingual students’ academic progress by Karen Thompson, Associate Professor of Education, shows that the group’s achievement in reading and math grew substantially between 2003 and 2015, challenging the perception that these students have demonstrated few academic gains in recent years.
We are pleased to announce that the Center for Research on Life Long STEM learning collaborative project with OSU's College of Science and the Division of Undergraduate Education has been awarded $1 million from the Howard Hughes Medical Institute's Inclusive Excellence Initiative! The goal of the initiative is to improve student engagement in science and help schools become more inclusive of those from underrepresented racial and ethnic groups, first-generation students, and working adults with families.
This study by Gloria Crisp, Associate Professor of Education in Adult and Higher Education, and her colleagues, explored the relationships and experiences of community college science and mathematics majors with their mentor teachers and how those experiences influenced their interest in teaching