OREGON STATE UNIVERSITY
Open search box
With a grant from the U.S. Department of Education, OSU is also helping more teachers earn their English for Speakers of Other Languages (ESOL) endorsement without having to pay the $10,000 tuition. The grant will also help 80 teachers complete six online courses through the College of Education over 18 months, culminating in the ESOL endorsement and work with community resources to build bridges with families of emergent bilingual students. “Teachers have been asking for resources to teach English learners more effectively,” says Karen Thompson, an assistant professor who is leading TEAMS. “This program will ensure that teachers have the best possible preparation for working with this group of students.”
The Working Students Success Network (WSSN) began in 2014 and involved 19 colleges and state partners in four states around the nation. The WSSN strategy was developed to help low-income students reach financial stability and move up the economic ladder by promoting an innovative framework that strategically integrate three distinct areas in education and employment advancement, income and work supports, and financial services and asset building. Cindy Lenhart, a PhD student in the Science and Math Education program and a senior fellow with Achieving the Dream, co-authored a brief addressing food insecurity among community college students. It is intended to provide insights and strategies both for establishing a food pantry and for integrating that work with a broader set of community college student support services to systematically address their multiple needs. A complete copy of the brief can be found here. Another outcome of the WSSN initiative is a guidebook designed to help colleges redesign and enhance their student support services to address issues related to financial insecurity.
The Center for Teaching and Learning (CTL), would like to invite all Scholars, Faculty, Staff, Instructors, Advisors, and GTAs to participate in a certificated series of teaching workshops. Tuesday Teaching Talks supports the development of skills in the planning of curriculum, facilitation of instruction, and assessment of learning. Tuesday Teaching Talks is entering its third year and is the hallmark of CTL. Participants may attend one, some, or all. The 2-hour workshops are every Tuesday and are facilitated twice in Milam 215 from 10-12 a.m. and again at 2-4 p.m. No need to register – just come on by. For more information or questions, please contact Brooke Howland.
Impacts of a Comprehensive Public Engagement Training and Support Program on Scientists' Outreach Attitudes and Practices
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.
OSU lands $1 million grant to improve undergraduate instruction in STEM
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.
A phenomenological study of community college students’ experiences with mentor teachers
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
