There are no future events scheduled at this time. Please check back in early fall for 2013-2014 events. Archived events with links to event videos and reports are listed below.
Learn why our nation’s future success depends on building a globally competitive, diverse STEM workforce
STEM is a curriculum based on the idea of educating students in science, technology, engineering and mathematics in an interdisciplinary and applied approach—teaching these subjects together instead of separately. The complex problems we face in the 21st century revolve around STEM-related issues. Resolving them will require enhanced research as well as a STEM-educated workforce and a STEM-knowledgeable public. Join us for a lively discussion with Dr. Storksdieck, Director of the Center for Research on Lifelong STEM Learning. He was the former Director of the Board on Science Education at the National Research Council of the National Academy of Sciences prior to coming to OSU in June.
This event is hosted by the College of Science and the College of Education
Friday October 31st 9:30 a.m. to 11:00 a.m.OSU Memorial Union, Horizon Room refreshements provided.
The Center for Research on Lifelong STEM Learning and the College of Engineering are pleased to be co-hosting this seminar and forum on Thursday March 13th at 2:00 p.m. in Furman Hall Rm 105. The interactive seminar is expected to last one hour, faculty are welcome to stay longer to interact with Dr. Matusovich and colleagues. Refreshments and snacks will be provided.
Motivation is a term used frequently within undergraduate education and there is considerable research that focuses on understanding engineering student motivation in particular. In this interactive seminar, we will consider ways to incorporate knowledge about student motivation, drawn from research and practice, into the design of courses and curricula. First we will explore seminar participants’ beliefs about undergraduate student motivation. We will then discuss a sampling of findings from 5 different in-progress research studies which examine engineering student motivation for learning and/or faculty motivation for teaching. Finally, we will consider how to connect instructors’ experiences in the classroom with research-based findings on motivation to inform curricular change.
Holly M. Matusovich is an assistant professor in the Department of Engineering Education at Virginia Tech. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science from the University of Connecticut, and a Ph.D. in Engineering Education from Purdue University. Dr. Matusovich came to academia after nearly 12 years in engineering practice. She currently teaches in the first year engineering program and also in the engineering education graduate program. Her research focuses on student and faculty motivation and student identity development in the context of engineering classrooms and careers. Dr. Matusovich is a Co-PI and the lead qualitative researcher for two NSF-funded studies, A Mixed-Methods Study of the Effects of First-Year Project Pedagogies on the Retention and Career Plans of Women in Engineering and on the collaborative research project, Engineering Pathways Study: The College-Career Transition Informing Educational Practice. Dr. Matusovich is also PI on the NSF-funded projects Lifting the Barriers: Understanding and Enhancing Approaches to Teaching Communication and Teamwork Among Engineering Faculty, Understanding Barriers to Engineering as a Career Choice Among Appalachian Youth, and a Co-PI on the multi-institutional Building Theories that Inform Practice: Exploring Engineering Epistemologies Through Cross Disciplinary Data Analysis. She received a CAREER award from NSF for her project titled, Does Motivation Matter for Conceptual Change? Exploring the Implications of “Hot Cognition” on Conceptual Learning.
Martin Storksdieck is the Director of the Board on Science Education at National Academy of Sciences. Martin’s background is in biology, public administration, and education. Martin’s prior research is focused on what and how we learn when we do so voluntarily (free-choice learning), and how learning is connected to our behaviors, identities and beliefs. Martin will be giving a publilc talk about her vision for the OSU Center for Research on Lifelong STEM Learning immediately followed by an open forum in Kidder 202 and streaming at http://live.oregonstate.edu.
When do people learn science? Why do people learn science? Where do people learn science? In this talk derived from an NSF Distinguished Lecture, Dr. John H. Falk will present a brief overview of the growing understanding of how the public learns science across their lifetime. Dr. Falk will summarize two recent large-scale research studies. The first study sought to determine the relative contributions to public science understanding made by key sources of science education – schooling, free-choice learning and the workplace. The second study attempted to better understand the functioning of the infrastructure that supports public science education in the United Kingdom by using community ecology frameworks. The seminar will conclude with some thoughts and discussion about the implications of these findings for conducting science education research in the future. View this seminar
Laboratory learning is an iconic component of secondary and collegiate level science courses, but practice and instruction in this arena are changing. One of the most dramatic transitions in laboratory instruction is the use of distance delivery approaches. Distance delivery (a.k.a. e-learning) approaches present unique challenges and require innovation to match and potentially exceed learning outcomes of a bricks and mortar lab with the added benefit of improving accessibility of science education. Drs. Michael Lerner (OSU Chemistry), John Baham (OSU Crop and Soil Science), Bruno Cinel and Sharon E. Brewer (Thompson Rivers University, British Columbia) will share experiences and evaluations of the three major delivery mechanisms: virtual labs, home lab packs, and remote access labs. Discussion will examine the policy and educational implications of these experimental approaches. View this seminar
STEM, oft-used to describe the integration of Science, Technology, Engineering, and Mathematics into a new transdisciplinary subject, is a dominate goal in education these days. Are we missing something? What can the arts add to the experience of STEM learning? How can creativity enhance innovation? Enter the STEM to STEAM movement with an “A” for Arts. Join OSU’s Dr. Kevin Patton from the Music Department, Dr. Ann Galligan of Northeastern University and Visiting Professor at U.O., and OSU Alum Ryan Mann from Oregon Congresswoman Suzanne Bonamici’s office as they make the argument for STEAM. Learn about the origins and motivations for STEAM, the national climate on the issue including an update on the STEM to STEAM congressional caucus, trailblazing work here in Oregon and elsewhere, and opportunities for implementing STEAM at OSU. Let’s imagine together how we might transform our own work and transcend the chasm between the STEM disciplines and the Arts. View this seminar
Please Join Dr. Megan McClelland as we focus on the importance of self-regulation for learning and development throughout the lifespan. Self-regulation will be defined and research on the predictability of these skills starting early in life will be discussed. Research on intervention efforts to strengthen these skills, especially in young children, will be reviewed and policy implications will be discussed. Megan M. McClelland is an Associate Professor in the Human Development & Family Sciences department and the Hallie E. Ford Center for Healthy Children and Families. Her research is broadly focused on optimizing children's development, especially as it relates to early social and cognitive development and school success. Her recent work has focused on the development of children's learning-related skills (including self-regulation and social competence) and academic achievement in preschool and early elementary school. Dr. McClelland’s current research is focused on developing measures of behavioral regulation. She is also interested in charting pathways to school readiness using multi-level growth curves and clustered data. View this seminar
Please join Karen Rhea, Emeritus Lecturer from University of Michigan. With national attention focused on the first two years of college (due, in part, to the President's Council on Education), there is a resurgence of interest in introductory courses. Nationally respected mathematics educator Karen Rhea will describe an introductory mathematics class model that encourages an interactive-engaged classroom for ~5000 students per year, how the style is supported, and the reasons why she believes the model promotes the goals of STEM education. NSF and the Mathematical Association of America (MAA) are currently conducting a study of successful programs in Calculus. Some early data from that study will be presented. Karen Rhea is Emeritus Collegiate Lecturer from the University of Michigan. She previously served as and Director of the Freshman/Sophomore Program at U-M where she helped to supervise the training and mentoring of 50-60 new mathematics instructors (graduate students and postdocs) each year. Additionally, she regularly coordinated one of the large, multi-section courses (e.g., typically ~55-60 sections of Calculus I in the fall) and taught in the Intro Program. She has been a member of the Calculus Consortium since its inception (25 years now) and has co-authored several texts. She has served on the MAA Committee on Professional Development and is currently a member of the Committee on the Teaching of Undergraduate Mathematics. View this seminar
Please join Larry Roper (Student Affairs), Michelle Bothwell (Biological & Environmental Engineering), and Derron Coles (STEM Education) in a transformative conversation that will challenge your thinking about diversity and inclusion. Faculty often participate in a systems aimed at improving diversity but in reality may siphon student spirit and soul by focusing on assimilation with the dominate discipline culture rather than enrichment. Our practices, while well intended, can stifle personal identity and growth among underrepresented groups and persons. The costs can be dire: discrimination and alienation that set individuals or entire groups up for failure; institutions, even nations, with constricted perspectives and unchanging cultures; and a static-talent workforce unable to address our 21st century STEM related challenges. How might diversity enhance STEM? What are innovative ways faculty can approach diversity goals? How is student identity tied to success? What are the institutional successes and hurdles at OSU? Come and share your insights and experiences and be prepared to renew your own ideas about diversity and inclusion. View this seminar
The OSU Center for Research for Lifelong STEM Learning with support from the OSU Research Office and in collaboration with OSU Outreach and Engagement, convened a “Broader Impacts Invitational Workshop” on December 7, 2012. The workshop solicited opinions and perspectives from 65 participating faculty who were broadly representative of OSU’s diverse disciplines and units. The goals of the workshop were: 1) to move OSU towards a more strategic and intellectually rigorous approach to broader impacts; one that will measurably improve the competitiveness of OSU initiated proposals; and 2) identify the specific tools and supports investigators and units need to effectively design, implement and evaluate quality broader impacts efforts. The resulting report describes the challenges and opportunities associated with these goals. It also recommends a path forward for consideration by OSU’s leadership.