Pre-Conference Workshops

Thursday, October 31, 2:00 – 5:00 p.m.

Separate registration and fee required ($100 members; $150 non-members); seating will be limited, so register early.

SOLD OUT — Workshop 1:  Technology and Multimedia in STEM Teaching and Learning 
Transforming STEM education through the use of integrative, inclusive and adaptive technologies holds both great promise and significant challenge. While blended learning methods continue to improve student learning, higher education has far to go to understand and advance the most effective approaches to “online” learning.  In today's hyper-connected world, students create, share, and consume digital content frequently.  Today’s web is about organizing information (semantics), personalizing information (contextualization), and extracting meaning from information (knowledge-making). It is highly mobile (on demand).  Implementing technologies with sound pedagogy requires skillful integration of relevant, often disparate, resources into useful frameworks, enabling learners to interact, explore new situations, and engage scientific reasoning.  Workshop facilitators will share effective approaches and best practices, including Universal Design for Learning principles, for implementation and assessment of online and blended learning environments in STEM.
Katherine Kantardjieff, Dean, College of Science and Mathematics, California State University-San Marcos and Thomas Poon, Senior Associate Dean of Faculty and Professor of Chemistry, W.M. Keck Science Department of the Claremont Colleges

Workshop 2:  Integrating Sustainability and Quantitative Reasoning across the Disciplines
Workshop facilitators from The National Numeracy Network will share a new approach to applying quantitative reasoning in solving authentic and urgent problems affecting Earth.  Participants will work together in teams to develop activities, projects, and modules that use mathematics and real world data to investigate and model sustainability topics, including the health of our global commons; the creation and usage of energy; population growth and bio-diversity; social justice; and climate change.  These and other data-driven topics are designed to engage students actively in the classroom and motivate students to pursue STEM courses and fields of study more deeply. 
Caren Diefenderfer, Professor of Mathematics, Hollins University; Eric Gaze, Director, Quantitative Reasoning Program, Bowdoin College; and Corrine Taylor, Director, Quantitative Reasoning Program, Wellesley College
Sponsored by the National Numeracy Network

SOLD OUT  Workshop 3: Effectively Implementing Evidence-Based Active Learning Strategies 
Faculty from all disciplines are being asked to reform the teaching and learning of their classrooms to make use of evidence-based instructional strategies that actively and intellectually engage students. In this workshop, participants will gain firsthand experience with methods ranging from rapid feedback assessment techniques to small group collaborative learning activities, all proven to increase the knowledge and abilities of students in classes with enrollments ranging from 10 to 1,000. Participants will also learn about the innovative “learning-assistant” model, that (1) helps faculty implement evidence-based instructional strategies, and (2) advances STEM careers and enhances the scientific literacies of underrepresented students. 
Edward E. Prather, Executive Director, Center for Astronomy Education, Associate Professor at Steward Observatory and the Department of Astronomy—University of Arizona

SOLD OUT — Workshop 4:  Enhancing the Role of Faculty as STEM Department Change Agents in the 21st Century 
This workshop will advance faculty expertise in promoting department-level STEM education reform at their home institutions. The workshop staff are PULSE Vision and Change Leadership Fellows (PULSE = Partnership forUndergraduate Life Sciences Education), but the topics covered will be relevant to all STEM fields. Workshop participants will actively engage in developing skills and approaches that can be used to effect significant department-level educational change. They will employ self-assessment rubrics to determine their home department’s progress relative to the educational recommendations found in the AAAS/NSF Vision and Change document. Participant-led discussions of barriers to significant STEM education reform will be followed by activities designed to develop student-centered pedagogical “mindsets.” Participants will receive resources for Vision and Change implementation and each will develop a specific action plan to enhance their roles as change agents in their departments.
David Marcey, Fletcher Jones Chair of Developmental Biology, California Lutheran University; and Elizabeth A. Desy,  Professor of Biology, Chairperson, Science Department, Southwest Minnesota State University.