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2022 Chicago National Conference - Sessions

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Displaying 12 results

Thursday, July 21
9:40 AM - 10:40 AM
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Making A Career In Science Education In 2022

McCormick Place - Skyline W375b

Confused about what to do post COVID? Thinking about switching careers? Learn about the experiences, challenges, and mistakes made by several esteemed science education leaders in this engaging and interactive panel discussion. This panel will feature current and former teachers, school leaders, district leaders, consultants, academics, national STEM education leaders.

Takeaways: Participants will learn about the increasing number of opportunities available for educators both inside and outside of the classroom.

Speakers

Michael Lach (The University of Chicago: Highland Park, IL)

Thursday, July 21
2:20 PM - 3:20 PM
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Building Yourself as a Teacher Leader and Change Agent

McCormick Place - Skyline W375b

Learn about opportunities to become a change agent within your school, district, and beyond. Discussion will be around strategies and programs to support teacher advocates.

Takeaways: Attendees will learn strategies and opportunities to support them in becoming change agents at various levels: within their school or district, local community, and state.

Speakers

Nicole Vick (Northwestern University: No City, No State), Maggie Moore (Hononegah High School: Rockton, IL)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

NSTA Storytelling Presentation.pdf

Thursday, July 21
3:40 PM - 4:10 PM
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Expanding Participation and Success in STEM Teaching Through Partnerships

McCormick Place - W181a

Ideas and concrete strategies for building collaborative, generative partnerships with community groups, nonprofits, preK–12 schools, museums, and community colleges in order to transform the STEM ecosystem and preservice teachers' futures will be shared.

Takeaways: Participants will: 1. hear from different partners about the generative ways we have collaborated to increase diversity in our STEM teacher preparation program; 2. engage in discussion and planning next steps for reaching out to a potential collaborative partner; and 3. learn about the ways in which preservice STEM Noyce Scholars have strengthened their STEM Identity and have been prepared to design culturally sustaining curricula and classrooms that integrate sensemaking.

Speakers

Sydney Worthen-Jenkins (Sacred Heart University: Fairfield, CT), Nicole Hebert (Sacred Heart University: Fairfield, CT), Bonnie Maur (Sacred Heart University: Fairfield, CT), Kristin Rainville (Sacred Heart University: Fairfield, CT)

Thursday, July 21
4:25 PM - 4:55 PM
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Preparing Teachers to Address Challenging Scientific and Environmental Topics through Research, Dialogue, and Experiential Learning

McCormick Place - W181c

Ongoing findings from NSF Project: #1950232. Graduate students at an HBCU complete a 14-month accelerated pathway that leads to both a masters degree in biology and teacher certification while being supported with a $20,000.00 scholarship. Project offers unique professional development opportunities and academic interventions that aim to enhance teacher conceptual understanding and efficacy to teach challenging and controversial scientific and environmental topics such as climate change and evolution. Paper presentation will first focus on comparing teacher profiles of the project participants versus the average state graduate of traditional teacher preparation programs. Initially, project data on beginning teacher demographics and diversity will be compared to state and national averages. Here we will show project utility in recruiting diverse candidates into high school science teaching positions. Next, the session will present findings on GPA, and discipline specific content hours at the graduate and undergraduate level along with performance on licensure exams to compare aptitude in biological concepts in project participants vs other beginning teachers. This will demonstrate project impact on recruiting, training and producing science educators with strong content backgrounds. Prior research has shown that in general students that had high school teachers that were had strong content knowledge and high levels of efficacy positively impacted future STEM career and academic success (Adelman, 1999). Lastly, paper presentation will share results on a pre/post assessment of educator efficacy of teaching perceived controversial scientific topics such as evolution, climate change and vaccines. Project participants were pretested upon starting their academic program and post-tested upon completion. These results are compared to a control group of recent graduates from a secondary science traditional teacher preparation program. Findings show impact of program participation on growth of efficacy to teach controversial topics and project utility compared to traditional teacher preparation.

Takeaways: Session participants will: 1. Develop an understanding on how to recruit diverse individuals into the profession of secondary science teaching 2. Understand the complexity of the STEM pipeline in regards to K-16 teaching and eventual student career and academic pursuits 3. Appreciate the need for scholarships, incentives, pay and ongoing professional for secondary science educators 4. Understand how content knowledge, academic preparation and experiences associated with research and professional development impact teacher effectiveness and student achievement 5. Realize the importance of teacher efficacy and the need for training at both the in-service and pre-service levels to foster its growth.

Speakers

Timothy Goodale (Elizabeth City State University: Elizabeth City, NC)

Thursday, July 21
5:10 PM - 5:40 PM
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Science Education Leadership: Helping Administrators Build Knowledge and Skills to Support Quality Science Instruction

McCormick Place - W181c

This session will present attendees with an up-to-date literature review, as well as original research, regarding administrators knowledge and acceptance of evolution and evolution education law. After discussing the research, a virtual library of general resources will be shared with attendees that they bring back to their school and district administrators. Additionally, attendees will learn how to locate or create resources to add to this virtual library that are specific to their state standards, specific content areas, and local communities. The goal is that attendees will return to their schools and districts and be better able to participate directly or indirectly in Instructional Leadership Team roles in their communities in order to promote high quality science instruction for their students.

Takeaways: Attendees will learn about our current understanding of administrators' knowledge of evolution and evolution education law and walk away with a virtual toolbox of resources that can be shared with building and district level administrators to better support quality science instruction.

Speakers

Blake Touchet (National Center for Science Education: Oakland, CA)

Friday, July 22
11:50 AM - 12:50 PM
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The creation of case studies as a pedagogical tool to drive research interest

McCormick Place - Exhibit Hall, Poster Session Area, Table 1

The creation of case studies utilized teaching and learning techniques to facilitate undergraduate research projects. Students reflected on a real problem they had encountered and explored possible solution/s from an interdisciplinary perspective.

Takeaways: The instructors functioned as facilitators fostering the learners' self-directed and self-regulated competencies.

Speakers

Nalini Broadbelt (Massachusetts College of Pharmacy and Health Sciences: Boston, MA), Michelle Young (Massachusetts College of Pharmacy and Health Sciences: Boston, MA)

Friday, July 22
2:20 PM - 3:20 PM
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Women in STEM Mentorship Program: Building a Bridge to STEM at Community Colleges

McCormick Place - W185a

Join us as we share our experience in developing and piloting our Women in STEM Mentorship Program (WSMP), a year-long mentorship program that pairs high school juniors and seniors who identify as female with female college STEM faculty to build relationships and positively impact the social development and academic achievement of participating young women as they consider pursuing a STEM field at College of DuPage. In this presentation, we will be discussing the creation, implementation, and piloting of a mentorship program focused on attracting high school students, who identify as female, to the STEM fields. Eight high school juniors and seniors participated in the Women in STEM Mentorship Program. Mentees were paired with STEM faculty who teach at a community college. In addition to this, we will be discussing our findings and the changes that we will be making to future cohorts. We hope to hear directly from some of our mentees and mentors, who will share their experience. Finally, we will share what we believe makes our program different from other STEM mentorship programs and provide examples of how we created the program that you can take with you should you wish to start your own.

Takeaways: Attendees will learn how community college STEM faculty can work to support potential incoming underrepresented students through a mentorship and networking program. We hope to have mentors and mentees available to share their experience.

Speakers

Sara Spaniol (College of DuPage: Glen Ellyn, IL)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Press Release
NSTA Presentation: Women in STEM Mentorship Program
Sample Mentor Welcome Packet
includes Code of Conduct, Communication Guidelines, and Photo/Video release
Sample Meeting Guidelines
Sample Checklist
Sample Multi-year Module Plan

Friday, July 22
2:20 PM - 3:20 PM
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Adolescent Award Brain: NGSS Engagement Strategies for Classroom Management

McCormick Place - W185d

Utilize recent findings about adolescent brain development to create an inclusive, participatory-engaged NGSS/STEM environment and quell disruptive behaviors before they start.

Takeaways: NGSS "Rules of Engagement" for better classroom management.

Speakers

Julie A. Smith (Lennox Middle School: Lennox, CA)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Adolescent Award Brain - NGSS Engagement Strategies for Classroom Management
email adolescentawardbrain@gmail.com for a set of the reproducibles. Visit adolescentawardbrain.com in MID -AUGUST for more!
Adolescent Award Brain - NGSS Engagement Strategies for Classroom Management
Email @ adolescentawardbrain@gmail.com or go to website @ adolescentawardbrain.com

Friday, July 22
3:40 PM - 4:40 PM
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Let Me Upgrade Ya!- Science Pedagogy (The Hip Hop Edition)

McCormick Place - W181b

Let Me Upgrade Ya! This fun and engaging session is designed for science teachers, teacher leaders, instructional coaches, administrators, and anyone else who enjoys teaching. Participants will explore researched based strategies for engaging the brain and retaining information. Reviewing the research of these strategies will give validation for their classroom use. A demonstration of the strategy will create buy in and a reference point for all participants on how they can implement these strategies in their classroom. This session will engage participants to actively dance, sing, draw, reflect, and play games all while learning science. The researched based strategies that will be highlighted in this session promote the diversity of learners in every classroom and multi-learning styles.

Takeaways: Participants will learn high leverage strategies to engage students in science instruction.

Speakers

Jeremy Harden (Dallas ISD: Dallas, TX)

Saturday, July 23
8:00 AM - 9:00 AM
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Problem Centered Teaching by Tomorrow

McCormick Place - W193a

Problem centered instruction is a great way to engage students, integrate content, inspire learning, and naturally incorporate all three dimensions of the NRC Framework. However, true problem centered instruction requires a major shift in both teaching and learning, requiring the one thing teachers don't have: time--the last thing teachers need is another pedagogical strategy that disrupts their entire routine. Teachers will have the opportunity to voice their concerns and discuss some barriers of problem centered teaching and learning, while also addressing the benefits for both teachers and students. Considering the benefits, there are some immediate changes that teachers can use to help shift to a problem centered environment. Recalling that problem centered learning should be complex, meaningful, and open-ended, the four strategies are: 1) Make the Content Relatable, 2) Structure: Less is More, 3) Be a Resource, Not an Answer Key, and 4) Use a Problem to Introduce a Topic. Teachers will then have an opportunity to put the strategies to immediate use by picking a lesson or topic and work with others to transform it into a three-dimensional, problem centered lesson.

Takeaways: Teachers will explore four strategies that promote three-dimensional learning through the process of problem centered instruction that is complex, meaningful, and open-ended. They will discuss benefits and barriers to the problem centered approach from the perspective of both the instructor and the learner. Teachers will have an opportunity to brainstorm and work collaboratively on transforming a lesson or topic of their choice into a problem centered, reality based scenario that seamlessly integrates the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.

Speakers

Cassandra Armstrong (Illinois Mathematics and Science Academy: Aurora, IL)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Presentation Link

Saturday, July 23
8:00 AM - 9:00 AM
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Sustainable School: Achieving the U.S. Department of Education Green Ribbon

McCormick Place - W193b

Wheaton Christian Grammar School was one of 27 schools (3 non-public and 24 public) who received this prestigious award in Illinois in 2021. During the session, we will share how our board of directors, administration, and maintenance staff have reduced our environmental impact and cost through routine maintenance, upgrades, and building design. We will review how our school has implemented lessons and programing that promotes sustainability and care for the earth. We will discuss how our health team works on promoting wellness for student, faculty, and staff in areas of heathy eating habits, staying active, and social emotional learning. Utilizing local agencies and promoting professional development for your staff will be addressed. We will end our session with sharing how our school reduces our waste by using four outside compost bins along with a vermicomposting bin in the STEAM Lab. A worm bin will be present for a step-by-step demonstration.

Takeaways: Come "learn" what the U.S. Department of Education Green Ribbon is and "lead" your school in achieving this award.

Speakers

Susan Macaluso (Wheaton Christian Grammar School: Winfield, IL), Jacqueline Lauriat (Wheaton Christian Grammar School: Winfield, IL)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Compost Handout NSTA 2022.pdf
Recycling and Garbage Signs.pdf
Zero Waste Day Poster.pdf
Achieving Green Ribbon Presentation.pdf
Warning Label Worksheet.pdf

Saturday, July 23
11:50 AM - 12:50 PM
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The creation of case studies as a pedagogical tool to drive research interest

McCormick Place - Exhibit Hall, Poster Session Area, Table 1

The creation of case studies utilized teaching and learning techniques to facilitate undergraduate research projects. Students reflected on a real problem they had encountered and explored possible solution/s from an interdisciplinary perspective.

Takeaways: The instructors functioned as facilitators fostering the learners' self-directed and self-regulated competencies.

Speakers

Nalini Broadbelt (Massachusetts College of Pharmacy and Health Sciences: Boston, MA)