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2015 Mid-Atlantic ASTE Regional Conference

Salt Fork State ParkLore City, OhioOctober 23-24

MA-ASTE 2015 Lore City, OH

2015 Mid-Atlantic ASTE Regional ConferenceSalt Fork State Park

Lore City, OhioOctober 23-24

This conference is sponsored by:The Ohio State University, College of Education and Human

Ecology and University of Cincinnati, College of Education, Criminal Justice,

and Human Services

2015 MA-ASTE Conference CommitteeKaren Irving (Ohio State University) Co-Chair

Christopher Atchison (University of Cincinnati) Co-ChairDonna Farland-Smith (Ohio State University) Co-Chair

Erica Brownstein (Ohio State UniversityElisebeth Boyer (Ohio State University)

Lin Ding (Ohio State University)Kathy Malone (Ohio State University)Kate Mollohan (Ohio State University)

Mandy Smith (Capital University)

Many thanks to Dr. Rommel Miranda, MA-ASTE Regional Director, for his incredible help with communications for MA-ASTE via email lists and for

continual MA-ASTE website updates. Thanks to Rachel Wilson, our Treasurer for handling all of the registration deposits and conference finances. And

thanks to the Co-Chairs of 2014, Meg Blanchard, Leslie Bradbury, and Lisa Gross for sharing their program information and valuable advice for how best

to herd cats.

Thanks to Andrea Karkowski, Mandy Smith and Capital University for the use of the poster easels, foam boards and clips.

Thanks to Erica Brownstein for supporting the printing of the program and to Lin Ding for the lanyards, nametags and contributed supplies. Thanks also to

Elisebeth Boyer for printing the conference signage.

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Thanks to the abstract proposal reviewers: Chris Atchison, Vickie Duan, Trudy Giasi, Karen Irving, Katherine Mollohan, Mandy Smith, Vinta Tiarani,

Ashley Vaughn.

…and thanks to all of our YOU who responded in such timely manners to requests of registration information and program updates.

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Conference Overview17 posters, 31 oral presentations

(20 min per talk, includes time for questions and set-up)

All presentations will take place in the Ballroom, 2nd Floor

ThursdayRegistration 6:00 - 8:00pm 2nd Floor, Ballroom Foyer

FridayRegistration 7:00 - 8:00am 2nd Floor, Ballroom FoyerBreakfast (poster set-up) 7:00 - 8:00am 4th Floor BalconySession 1 8:00 - 9:20amIntersession 9:20 - 9:25amSession 2 9:25 - 10:45amBreak 10:45 - 11:00amSession 3 11:00 -12:00pmLunch 12:00 - 1:00pm 4th Floor Balcony Registration 12:30 - 1:30pm 2nd Floor, Ballroom FoyerPosters w/ presenters 12:30 - 1:45pmSession 4 1:45 - 3:25pmBreak 3:25 - 3:40pmSession 5 3:40 - 5:00pmIntersession 5:00 - 5:10pm Session 6 5:10 - 6:30pmDinner 6:30 - 7:45pm Gazebo, Behind Outdoor PoolSocial 8:00 - 11:00pm Cabins

SaturdayRegistration 7:30 - 8:30am 2nd Floor, Ballroom FoyerBreakfast (poster set up) 7:30 - 8:30am 4th Floor BalconySession 7 8:30 - 9:50amBreak 9:50 - 10:05amPosters w/presenters 10:05 -11:20amSession 8 11:20 -12:40pmLunch 12:40 - 1:30pm 4th Floor BalconyBusiness Meeting 1:30 - 3:30pm

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FRIDAY MORNING

Session 1, 8:00 - 9:20am – Higher EducationModerator: Tina Cartwright, Marshall University

Evaluation of Two-Tiered Assessment on Gene Expression for UndergraduatesJustin LeVaughn and Rebecca Krall, University of Kentucky

Adapting Instructional Approaches in a Course on Ethical Research Practices: An Instructor’s Learning About and Responses to Changing Participant Needs Eva Erdosne Toth, West Virginia University

The Case for Exploring Science Teacher Identity: How We Can Consider Who Novice Science Teachers Are Expected To Be and Who They Become During InductionAngela Webb, Louisiana State University

Teaching Chemical Equilibrium with TechnologyBharath Sampath Kumar, University of Kentucky

Session 2, 9:25 - 10:45am – Middle Grades EducationModerator: Helen Meyer, University of Cincinnati

Pre-Service K-8 Teacher Attitudes and Knowledge of Evolutionary TheoryAshley Vaughn, University of Cincinnati; Jennifer Robbins, Xavier University

Middle School STEM Career Club Pilot: Student Experiences and Future PlansMargaret R. Blanchard, Kristie S. Gutierrez, Lauren Harper, Jason Painter, and Scott Ragan, North Carolina State University

ECoSYSTEM: Engaging COmmunity and School for Youth in STEM Aimee Lee Govett, East Tennessee State University

Do Eighth Grade Students in an iSTEM Cohort Perceive Science, Math, and the Field of Engineering Differently than Traditional Eighth Grade Students? Vinta Angela Tiarani and Donna Farland-Smith, The Ohio State University

Session 3, 11:00 - 12:00pm – Early Childhood EducationModerator: Aimee Govett, East Tennessee State UniversityThe Challenges of Student Understanding of Weather, Climate & Climate Change Tina Cartwright, Marshall University, Deb Hemler, Fairmont State University, Paula Magee, Indiana University - Indianapolis

Elementary Teachers as Designers: STEM-Integrated Curriculum Design with CoachesJustin McFadden, University of Louisville

Design, Implementation, and Outcomes of a Discipline-Based K-5 Traveling Science Outreach Program that Engages Partnerships of Future Teachers and Future Scientists Kerry O. Cresawn, James Madison University

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FRIDAY AFTERNOON

Session 4, 1:45 - 3:25pm – Higher EducationModerator: Ashley Vaughn, University of Cincinnati

Teachers Rove with GigaPan Technology: Zooming in on Garden-Based Learning and STEM TeachingAshley N. Murphy, Melissa Luna and James Rye, West Virginia University

Are Students and Faculty on the Same Track? A Comparison of Perceptions on Effective TeachingSarah Westerdale Murray and EmmaJulia Jones, Centre College

Virtual Science Labs, Will They Work? Travis Miller, West Liberty University; Jeffrey S. Carver, West Virginia University

Field School Fun in Your Own BackyardDeAnn O’Toole, University of Cincinnati

The Benefits of Group Work in a General Physics LaboratoryRobert W. Arts, University of Pikeville

Session 5, 3:40 - 5:00pm – Diversity and Inclusion Moderator: Angela Webb, Louisiana State University

Gender Based Effective TeachingKarenna Kiper and Samantha Aguiar, Centre College

Race, Ethnicity, and Culture in STEM Children’s TelevisionSheron Mark, University of Louisville

Using Inquiry to Become a Culturally Relevant Science TeacherPaula A. Magee, Indiana University – Indianapolis

The Impact of Collaborating with Students with Disabilities in an Inclusively-Designed Science Methods CourseKatelyn Tagg, University of Cincinnati, Nichole Perkins, Warren County Educational Service Center, Roger Anderson, Christopher Atchison, University of Cincinnati

Session 6, 5:10 - 6:30pm – Middle Grades EducationModerator: Kylie Hoyle, North Carolina State University

Project-Based Investigations of Local Watersheds: From Teacher Institute to Classroom PracticeRebecca McNall Krall, Justin LeVaughn, and Bharath Kumar, University of Kentucky

Imbedding Probeware Technology in Science Methods Courses for Preservice Elementary TeachersTodd Ensign, James Rye, and Melissa Luna, West Virginia University

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A Case Study of a Middle School Astronomy Club LeaderKathryn Williamson, National Radio Astronomy Observatory, Eva Erdosne Toth, West Virginia University

Integrating Engineering into an Urban Science ClassroomHelen Meyer, University of Cincinnati

SATURDAY MORNING

Session 7, 8:30 - 9:50am – Early Childhood EducationModerator: Kristie Gutierrez, North Carolina State University

Preservice Elementary Teachers’ Science Self-efficacy Beliefs and its Relation to Science Conceptual Understanding Deepika Menon, Towson University; Troy Sadler, University of Missouri, Columbia

Engineering is Elementary: Implementation in STEM, STEAM and Arts Impact Schools Trudy Giasi, The Ohio State University; Karen Irving, Kathy Malone and Vinta Tiarani, The Ohio State University; Brandi Ferguson, South Mifflin STEM Academy K-6 School; Wanda Mays, Berwick Alternative K-8 School; Karen King-Cavin, Duxberry Park Arts IMPACT Elementary School

Demonstrating Understanding: Investigating First Graders’ Images and Writing in a Carnivorous Plant Unit Rachel E. Wilson and Leslie Bradbury, Appalachian State University

Developing Science Academic Language in Diverse Learners, Grades 3-5Lisa A. Gross and Shanan Fitts, Appalachian State University

Session 8, 11:20 - 12:40am – Higher EducationModerator: Eva Erdosne Toth, West Virginia University

How to Engage and Inspire Yourself and Your Students: Promoting STEM Literacy, 21st Century Competencies, Backward Design, and Deep Student UnderstandingLinda Plevyak, University of Cincinnati

Students’ Perceptions of Their Teacher Training ProgramCindy Ghent, Lauren Lettieri and Allison Kahan, Towson University

Science of Teaching Pre-Service Teachers How to Integrate Technology into their ClassroomsMichael Esch and Christopher Atchison, University of Cincinnati

Engaging the Future through the Past, Part 2: A Look at the Initial Data Kimberly Haverkos, Thomas More College

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FRIDAY Poster Presentations (9)

1. From Learning to Teach to Teaching to Learn: A Longitudinal Study of a Developing Teacher of Elementary School ScienceElisebeth Boyer, The Ohio State University

2. Does Engineering Camp Improve Students Perceptions of Engineering?Melinda Matuch, Vinta Tiarani, and Donna Farland-Smith, Ohio State University

3. Teachers’ Beliefs, Student Learning, and the Planetarium Experience Karen Schwarz, West Chester University

4. How Do Teachers View the Nature of Science Education? Aerin W. Benavides and Catherine Matthews, The University of North Carolina at Greensboro

5. Student Epistemologies in an Intermediate Level Biology CourseKatherine Mollohan and Lin Ding, The Ohio State University

6. Elementary Teachers Views About Engineers and EngineeringKathy Malone, Vinta Angela Tiarani, Karen Irving, and Trudy Giasi, The Ohio State University.

7. Sequential vs. Simultaneous Synthesis Problems: Effect of Mathematical Complexity on Concept Recognition and ApplicationBashirah Ibrahim, and Lin Ding, The Ohio State University

8. Pre-Service Teachers’ Changes In Attitude Toward Teaching Science Using The POSTTWilliam Thornburgh, Sherri Brown and Pam Jett, University of Louisville

9. How Much is Enough? The Impact of UTAs on Student Performance Over a Year-Long General Chemistry SequenceStephanie B. Philipp, Hanover College; Tom Tretter, Christine Rich, University of Louisville; and Melissa Shirley

SATURDAY Poster Presentations (8)

1. Characteristics of Effective Astronomy Education and Public Outreach ProgramsRommel J. Miranda, Towson University

2. A Psychometric Evaluation of the English Version of the Nature of Solutions and Solubility—Diagnostic Instrument (NSS–DI Eng), Using Classical Test TheoryMandy McCormick Smith, Capital University; Lin Ding, The Ohio State University; Kathy Cabe Trundle, North Carolina State University

3. Preparing STEM Faculty for Indian Universities: OSU and AMU Collaboration Year 2Karen E. Irving, Anil Pradhan, and Sultana Nahar, The Ohio State University

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4. Science Autobiographies in Undergraduate Introductory AstronomyMatthew Perkins Coppola, Indiana University-Purdue University Fort Wayne

5. The Expanded Use of High-Impact and Non-Cognitive Educational Practices in Building Classroom Communities in a Variety of Biology CoursesMathys Meyer and Darla French, University of Pikeville

6. The UNC Charlotte 49ers Teach ProgramWarren J DiBiase and David K. Pugalee, University of North Carolina at Charlotte

7. Aligning the Learning of Science with the Nature of Science in Large Lecture ClassroomsScott A. Sander, Miami University

8. Where Do Physics Teachers Come From? Recruitment and Retention of Pre-Service Physics TeachersRon Hermann and Cody Sandifer, Towson University

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Conference Abstracts by Session

FRIDAY MORNING

Session 1, 8:00 - 9:20am – Higher Education

Evaluation of Two-Tiered Assessment on Gene Expression for UndergraduatesJustin LeVaughn and Rebecca Krall, University of Kentucky The purpose of this study was to field-test a survey instrument to measure undergraduate biology majors’ understanding and reasoning of concepts relating to genetics and gene expression. Ninety-seven college freshmen at a large southeastern university were sampled from an introductory biology laboratory course required of all biology majors. The instrument designed for the study was created based on tasks and concepts identified in the research literature. The instrument employed a two-tiered format using multiple-choice and short answer tasks. Tier-one assessed students’ knowledge, and tier-two assessed reasoning for selection of tier-one responses. This proposal will focus on a subset of survey tasks pertaining to the biological mechanism behind gene expression. Validity and reliability data are presented from 97 surveys, and common themes from 20 semi-structured student interviews. Preliminary findings suggest students sampled lack a deeper understanding of the processes and mechanisms of gene expression previously identified in the literature.

Adapting Instructional Approaches in a Course on Ethical Research Practices: An Instructor’s Learning About and Responses to Changing Participant Needs Eva Erdosne Toth, West Virginia UniversityThis presentation focuses on adaptations to an online course on research ethics. Due to changing administrative, funding, and programmatic needs, the participants of the course changed over time from graduate science and engineering researchers and secondary science teachers in a nanotechnology program to fewer and fewer researchers and more teachers (secondary AND elementary), with little or no interest in nanotechnology. The objective the presentation is to describe the processes of the instructors’ knowledge building about teachers needs as evidenced by on-line, LIVE discussions, peer-reviews, and the features of the instructional unit they developed for their own teaching. Teachers’ struggles included (a) aligning their use of various socio-scientific issues with existing (ever-changing) standards; (b) coordinating goals, instructional methods and assessments; and (c) considering students’ developmental characteristics when making instructional design decisions. The presentation will illustrate the instructional changes the instructor implemented over time to better support participating teachers with these struggles.

The Case for Exploring Science Teacher Identity: How We Can Consider Who Novice Science Teachers Are Expected To Be and Who They Become During InductionAngela Webb, Louisiana State UniversityUnderstanding the induction experiences of novice science teachers is crucial for their retention and professional development; however, the learning and development of novice science teachers during this crucial phase of their careers is underexplored. This presentation explores the induction of novice science teachers from a situated perspective, affording consideration of induction beyond retention statistics to focus on teacher identity and meaning making. Specifically, I discuss the affordances of looking at identity during induction; offer a model for conceptualizing identity that incorporates normative science teacher identities afforded during induction, identities enacted by novice science teachers during induction, and meanings newly hired science teachers negotiate of

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their experiences; and present illustrative cases of the model. Such a look at the induction experiences of novice science teachers is important since the identity work of novice science teachers can have lasting consequences for their students, instruction, and careers.

Teaching Chemical Equilibrium with TechnologyBharath Sampath Kumar, University of KentuckyComputer simulations and animations have become increasingly a valuable tool to science teachers over the past three decades. In particular development of simulations and other visualization tools to aid chemistry instruction has been exponential. Chemistry concepts are abstract and difficult to learn, particularly at the microscopic level. Chemical equilibrium is a topic that presents many conceptual difficulties for students. Effective use of technology can make abstract concepts accessible and apparent to students, and can support explorations of natural phenomena. Research studies over the past several decades have identified numerous chemical equilibrium misconceptions among students and teachers at the high school and college level. This paper will present a review of conceptual difficulties and current instructional tools and technologies used for teaching chemical equilibrium. The paper will conclude with a discussion on partnering visual simulations with low-tech instructional methods to teach chemical equilibrium, conceptual framework developed and preliminary research results.

Session 2, 9:25 - 10:45am – Middle Grades Education

Pre-Service K-8 Teacher Attitudes and Knowledge of Evolutionary TheoryAshley Vaughn, University of Cincinnati; Jennifer Robbins, Xavier University The theory of evolution serves as a unifying theme in science education. The teaching of evolutionary theory has been endorsed by major scientific and science education organizations, such as the National Science Teacher Association (2013), the American Association for the Advancement of Science (2006a), and the National Association of Biology Teachers (2011). The purpose of this research is to examine pre-service K-8 science teachers’ attitudes toward and knowledge of evolution and the nature of science in order to improve pre-service teacher education on evolution and the nature of science so that the teaching of evolution and the nature of science is improved for K-12 students.

Middle School STEM Career Club Pilot: Student Experiences and Future PlansMargaret R. Blanchard, Kristie S. Gutierrez, Lauren Harper, Jason Painter, and Scott Ragan, North Carolina State UniversityThis pilot study uses mixed-methods to investigate the beliefs of students in four rural, high poverty middle schools who participated in 6 after school STEM Career Club meetings. This NSF ITEST-funded 3-year project seeks to stimulate interest and prepare students for STEM careers. The demographics of all Club members (n = 215) were collected as well as survey data, and a subset (n = 24) were interviewed about STEM interests and career intentions. Qualitative data was coded using constructs from Expectancy-Value Theory, which also guided the interview questions. We report on the gender, ethnicity, and grade level of Club members, their Club experiences, goals, and STEM subject and career interest and intentions. Findings are shared, as well as what gaps there seem to be in students’ current career pathways. Recommendations for future Club meetings and for those carrying out informal STEM interventions are discussed.

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ECoSYSTEM: Engaging Community and School for Youth in STEM Aimee Lee Govett, East Tennessee State UniversityThe cooperative community (or “Ecosystem”), involving working with disadvantaged middle-school youth, predominately African-American, in STEM research projects, consists of (i) research-active East Tennessee State University (ETSU) STEM faculty,(ii) STEM teacher candidates, (iii) community leaders, and (iv) natural history museum staff. The program began with the STEM Summer Academy, a four week long intensive experience that engages students in various focus areas such as astronomy, biological systems, computer science, paleontology, statistics, and mathematics theory. After being introduced to these STEM fields, the students’ content and research experiences continued during the academic year in Saturday Academies. Firmly grounded in established research practices, this project will lead at-risk youth to consider their future in STEM disciplines, while simultaneously enabling them to weather (a) the pressures of diminishing interest in STEM among themselves and their peers; and (b) the struggles of assimilating into a dominantly majority culture for the first time in their lives.

Do Eighth Grade Students in an iSTEM Cohort Perceive Science, Math, and the Field of Engineering Differently than Traditional Eighth Grade Students? Vinta Angela Tiarani and Donna Farland-Smith, The Ohio State UniversityEighth grade students in two cohorts, iSTEM and Traditional (N=146) were asked to complete a modification of the Draw An Engineer at Work Test (DAEWT). In which 438 illustrations were analyzed because each participant drew three pictures of engineers at work. Data analysis involved two phases. The first phase was a content analysis of the activities and artifacts of engineers at work. Eleven more themes emerged from students in the iSTEM Cohort than the traditionally taught students. Also, students in the iStem Cohort had a broader conception of the work engineers both in terms of the quantity (92) and quality of the advanced conceptions of engineers. In the second phase, illustrations were analyzed using the Draw-An-Engineer-At-Work-Test Rubric DAEWT (Thomas, 2015). DAEWT included evaluating each students’ set of illustrations (3) of engineers at work in the following categories: 1) the use of math in engineering; 2) the use of science in engineering; 3) gender stereotypes; and 4) the work of an engineer in general. A two-tailed, independent sample t-test was used to compare illustrations from each group. Data revealed a significant difference (p<.05) in the portrayal of the use of science and engineer at work with the iSTEM Cohort when compared with traditionally taught eighth grade students. Comparison of gender between the two cohorts did not reveal any significant difference, as did the use of mathematics in engineering.

Session 3, 11:00 - 12:00pm – Early Childhood EducationThe Challenges of Student Understanding of Weather, Climate & Climate Change Tina Cartwright, Marshall University, Deb Hemler, Fairmont State University, Paula Magee, Indiana University - IndianapolisClimate change is a pervasive global topic but how much of this discussion has accurately translated into students¹ conceptions? A comparison was made between middle and high school students in central Appalachian United States, as well as, between US, United Kingdom, and Australia middle and high school students using a questionnaire developed to assess conceptions of climate change. UK and Australian students scored significantly higher on the climate change questionnaire.. Only 60% of students in all three countries recognized the impact of using alternative energy to impact greenhouse gases. US students scored significantly lower on questions associating impacts of burning fossil fuels and automobile use on climate change. Curiously, these US students are from a state whose economy relies heavily on extractive industries: coal and natural gas. Climate change has been missing from this central Appalachian state¹s middle and high school curriculum.

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Elementary Teachers as Designers: STEM-Integrated Curriculum Design with CoachesJustin McFadden, University of LouisvilleThis study explores the actions and conversations of nine elementary science teachers during the curriculum design process while they design and develop a science, technology, engineering, and mathematics integrated curricular unit. Teachers in the study worked in small teams and were paired with a coach during the design process. The study was framed around the participatory relationship that exists between teachers and curriculum (Remillard, 2005; Brown, 2002) and the view that curriculum design is a design problem that requires uniquely human interpersonal responses (Jonassen, 2000; 2011). This applied case study (Merriam, 2009) employed an inductive analysis and creative synthesis that followed the analysis strategies of constructed grounded theory (Charmaz, 2006; Glaser & Straus, 1967). Data collected from a 12-day professional development opportunity included audio-recorded curriculum design conversations of three unique teams (~3000 minutes), 12 individual interviews, daily participant reflections, and curriculum design artifacts.

Design, Implementation, and Outcomes of a Discipline-Based K-5 Traveling Science Outreach Program that Engages Partnerships of Future Teachers and Future Scientists Kerry O. Cresawn, James Madison University Higher-education plays an important role in K-12 science outreach, however, success of this partnership relies on mutual respect of the other’s talents and limitations. With funding from the Merck Foundation, I piloted a regional traveling science K-5 outreach program. During each of the 62 classes (>1400 students) visited between September and May, groups of future teachers and biology majors and I engaged students in one of five 60-75 minute activities that were each based on life-science foundations, modeled best practices, and demonstrated how to make science enrichment accessible to every student. The future teacher/future scientist partnership was designed to instill mutual respect early in career development and set foundations for future scientists to stay engaged in K-12 and future teachers to welcome expertise into their classroom. I will describe the design, implementation, feedback, and proposed scholarship of engagement plan for next year working with 2 of these schools.

FRIDAY AFTERNOON

Session 4, 1:45 - 3:25pm – Higher Education

Teachers Rove with GigaPan Technology: Zooming in on Garden-Based Learning and STEM TeachingAshley N. Murphy, Melissa Luna and James Rye, West Virginia UniversityGigaPan and associated components enable “producers” to harness robotics and digital technologies to generate and post panorama images. “Consumers” of the images can rove, zoom, photograph portions, and post comments. Educators can develop web-based projects that harness existing GigaPan images and/or those that they have produced to provide science instruction at any grade level. We developed and provided professional development to pre-service and in-service teachers focused on integrating GigaPan technology in their STEM teaching practice. Additionally, this PD focused on helping teachers build garden-based learning units grounded in the Next Generation Science Standards, while integrating cross-curricular objectives. In this presentation, we will demonstrate the potential of GigaPan in science learning—in this case through a garden-based learning context. Specifically, we will discuss the design of the GigaPan Project PD, share

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participant’s experiences, and highlight several of the GigaPan Garden-Based Learning units designed by pre-service and in-service teachers.

Are Students and Faculty on the Same Track? A Comparison of Perceptions on Effective TeachingSarah Westerdale Murray and EmmaJulia Jones, Centre CollegeThroughout college, students are exposed to a variety of teaching strategies as they navigate courses from different professors. These strategies range from pure lecture to service learning. Which teaching style is perceived to be more effective by students and faculty? The purpose of this study was to examine how effective teaching is perceived at a small liberal arts college. Specifically, the following questions were examined: 1) To what extent do certain teaching methods help students understand course material? 2) What is the best indication that students have learned course material? 3) What factor most encourages students to participate? This project incorporated a variety of methodologies, including surveys, interviews and observations. Findings illustrate how perceptions compare between faculty and students across all three divisions. Additional outcomes of the project have been collaborative analysis, research, and documentation of findings from the study with undergraduate students who themselves seek to become effective educators.

Virtual Science Labs, Will They Work? Travis Miller, West Liberty University; Jeffrey S. Carver, West Virginia UniversityThis talk will discuss research that compares face-to-face (traditional) lab setting versus virtual (apps style) lab. This research took place at the college level in a general studies course. Two physical science labs (light reflection/refraction and the simple pendulum) were developed into a virtual lab that corresponded to an already existing face-to-face lab. The participants self-selected into participant groups based on personal preference for the format of lab that they wanted to complete for each lab. Pre and post lab content questions were given to determine effectiveness of learning. Attitudinal and preference questions were also given throughout the study. Research data will be discussed along with potential implications. Participants of this talk will get a summary of the research, research findings, and strengths and weaknesses of the two lab methods. There was no significant difference in content knowledge and slight differences in attitude and preferences between the two groups.

Field School Fun in Your Own BackyardDeAnn O’Toole, University of CincinnatiConnecting science standards to backyard field trips is easier than you might think. I’ll discuss how I took what I learned at The University of Cincinnati’s Center for Field Studies and applied it to my own classroom. I’ll show how conducting a real archaeological dig, collecting macroinvertebrates from a stream to determine water quality, and other inquiry-based projects can be integrated with mathematics and technology to foster a love and reverence for the ultimate classroom—the great outdoors.

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The Benefits of Group Work in a General Physics LaboratoryRobert W. Arts, University of PikevilleGroup work can help students develop a host of skills that are increasingly important in the professional world (Caruso & Woolley, 2008; Mannix & Neale, 2005). Positive group experiences, moreover, have been shown to contribute to student learning, retention and overall college success (Astin, 1997; Tinto, 1998; National Survey of Student Engagement, 2006). This presentation will focus on the transition of a college-level general physics laboratory from individual laboratory reports to group collaborative reports. A compare and contrast of identical laboratories completed by both groups will be discussed along with evidence to support whether the methodology is effective in generating a quality report.

Session 5, 3:40 - 5:00pm – Diversity and Inclusion

Gender Based Effective TeachingKarenna Kiper and Samantha Aguiar, Centre CollegeGender success is a controversial topic among researchers in the education field. Our research examines effective teaching regarding gender differences in the schools. By using biological and cultural research on the topic, we have found common ways to practice new and effective methods in classroom settings. Many have heard that males and females excel in different ways and in different subjects, but is this because one gender is being shortchanged during his/her education? Our research seeks to answer this based on the different learning patterns, study methods and cultural influences that affect each gender’s ability in the classroom.

Race, Ethnicity, and Culture in STEM Children’s TelevisionSheron Mark, University of LouisvilleUnderrepresentation of racial/ethnic minorities in science, technology, engineering, and mathematics (STEM) has persisted despite significant research and policy interventions (National Center for Science and Engineering Statistics, 2015). One nationally broadcast children’s television intervention focuses on diversifying the representation of STEM professionals by showcasing an intelligent, respected, Black, traditionally feminine girl as a medical doctor for toy patients. Television media are powerful in this regard, but also have the power to define and perpetuate hegemonic racial/ethnic/cultural beliefs (Avila-Saavedra, 2010; Sowards & Pineda, 2011) which is particularly important as this program seeks to promote equity in STEM and culture. Initial evidence encouraged further analysis of the relationship between the racial/ethnic/cultural identification of the toys and their medical challenges. The present study was, therefore, undertaken to examine the implications of engaging traditionally marginalized racial, ethnic, and cultural identifications of characters in the context of healthcare within a children’s television show.

Using Inquiry to Become a Culturally Relevant Science TeacherPaula A. Magee, Indiana University – IndianapolisWhat does it mean today to be a culturally relevant science teacher in elementary school? When Ladson-Billings first used the term, in her 1995 seminal article “That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy,” she included three tenets that were non-negotiable for being a culturally relevant teacher. In a 2015 article she critiques how her original ideas are misinterpreted by teachers and researchers and she asks us to consider what culturally relevant teaching looks like today. In this presentation I will share Ladson-Billings original tenets and how I use an inquiry-based practicum in an elementary science methods course to help my own preservice

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teachers better understand them and what it means to be a culturally relevant science/teacher. Specific examples of preservice teacher and elementary student work will be included. Results of research analyzing preservice teacher lesson plans and reflections and elementary grade student work will be shared.

The Impact of Collaborating with Students with Disabilities in an Inclusively-Designed Science Methods CourseKatelyn Tagg, University of Cincinnati, Nichole Perkins, Warren County Educational Service Center, Roger Anderson, Christopher Atchison, University of CincinnatiAn undergraduate science methods course was designed focusing around the collaboration between pre-service general education candidates and students with moderate intellectual disabilities from the Transition and Access Program (TAP) at the University of Cincinnati (UC). This universally-designed course benefits all learners as the students participate in a learning community, work collaboratively to complete activities, and learn inclusive instructional design in science. The class includes a wide variety of science topics that align to the Ohio Assessment for Educators (OAE), one of the required Ohio educator licensure tests. The course also includes engaging and hands-on life-skill activities and utilizes inclusive pedagogy to help students to prepare for future teaching experiences. This presentation will provide a basic overview of the course design and potential outcomes of teaching a collaborative and inclusively-designed science methods course.

Session 6, 5:10 - 6:30pm – Middle Grades Education

Project-Based Investigations of Local Watersheds: From Teacher Institute to Classroom PracticeRebecca McNall Krall, Justin LeVaughn, and Bharath Kumar, University of KentuckyThis professional development project aimed to support middle school teachers in the southeastern US in developing authentic PBL investigations on water quality in the watershed. Seven teachers participated in a five-day summer teacher institute developed to model PBL investigation of the region’s watershed. Instruction focused on watersheds, water quality and techniques used to measure water quality, mapping, and instruction on PBL unit design. A mixed methods design was used to investigate changes in teachers’ knowledge of watersheds, water quality, and project-based learning. The data corpus included pre/post assessments, field notes, and teacher unit designs, and teacher interviews at the end of the year. Preliminary findings revealed growth in teachers’ knowledge of: watersheds, water quality issues and techniques used to measure water quality; knowledge of geological features in the watershed, and use of driving questions and benchmark lessons to guide unit designs. Issues arising in designing units also will be discussed.

Imbedding Probeware Technology in Science Methods Courses for Preservice Elementary TeachersTodd Ensign, James Rye, and Melissa Luna, West Virginia UniversityOngoing research indicates that preservice teacher (PT) education programs can produce a positive impact on perceptions of scientific probeware in K-12 environments. Probeware is the integration of a hand-held computer and digital sensors to accurately monitor, record, and analyze data in the classroom or field. Despite the potential of probeware to improve science instruction and student engagement, its use in the K-8 learning environments has been limited. In this study, 67 preservice teachers enrolled in three sections of an elementary science methods course were engaged in several activities surrounding ocean acidification utilizing probeware. An 18 question survey broken down into three sub-classifications of utility, ability, and intent to use probeware demonstrated a statistically significant increase for all sub-classifications. Findings suggest that probeware training

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embedded in science activities can be equally effective to more direct methods of technology tool training when improving PT perceptions of probeware in K-8 education.

A Case Study of a Middle School Astronomy Club LeaderKathryn Williamson, National Radio Astronomy Observatory, Eva Erdosne Toth, West Virginia University This study uses a Technological Pedagogical Content Knowledge (TPCK) framework to understand Anthony, a retired amateur astronomer, and his journey in facilitating inquiry-based learning in a free-choice middle school astronomy club called Skynet Junior Scholars (SJS). SJS uses a web portal to connect youth to a network of professional-grade robotic telescopes. Inspired by Sugatra Mitra’s “Self-Organized Learning Environments,” Anthony initially takes a “hands off” approach to facilitating SJS. However, he begins to experience a mismatch between his expectations for students and their actual engagement. Through 11 interviews, 4 field visits, and 43 email exchanges over the course of the year, this case study documents how Anthony grapples with scaffolding youths’ SJS experiences. Our analysis asserts that Anthony may represent an important “untapped resource” of potential educators, illuminating the ways these informal educators may interface with mainstream educational practices and experiment with new pedagogies.

Integrating Engineering into an Urban Science ClassroomHelen Meyer, University of CincinnatiThis presentation is a single case study of an experienced physical science teacher integrating engineering practices into her science classroom over a two year time period. The presentation will focus on the goals of the teacher and her assessment of her students’ learning in regard to these goals. The data for this case study was gathered over a two year time period and included the teacher participant’s initial understanding of engineering, classroom observations of her implementing the engineering design lessons in her class, student learning data, post observation interviews and a final interview at the end of the two year time period. The study found the teacher’s views about learning shifted from a loose focus on engagement to a more detailed view of the students’ ability to extract out the specific content goals as well as critical thinking and problem solving skills.

SATURDAY MORNING

Session 7, 8:30 - 9:50am – Early Childhood Education

Preservice Elementary Teachers’ Science Self-efficacy Beliefs and its Relation to Science Conceptual Understanding Deepika Menon, Towson University; Troy Sadler, University of Missouri, ColumbiaSelf-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. This mixed-methods study investigated the factors that influenced preservice elementary teachers’ science self-efficacy beliefs in a physical science content course. Participants included 51 preservice elementary teachers enrolled in physics content course. Data collection included implementation of STEBI-B as pre- and post-test, semi-structured interviews, classroom observations and artifacts. Findings suggest that despite of the nature of prior science experiences preservice teachers previously had, exposure to a course that integrates relevant content along with modeled instructional strategies can positively impact self-efficacy beliefs. The course elements including active learning experiences, teaching models such as multiple representations of the content, and instructor as a role model seemed to impact participants

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positively. One implication from this study is that science educators could include elements within science content courses to potentially support preservice teachers’ self-efficacy beliefs.

Engineering is Elementary: Implementation in STEM, STEAM and Arts Impact Schools Trudy Giasi, The Ohio State University; Karen Irving, Kathy Malone and Vinta Tiarani, The Ohio State University; Brandi Ferguson, South Mifflin STEM Academy K-6 School; Wanda Mays, Berwick Alternative K-8 School; Karen King-Cavin, Duxberry Park Arts IMPACT Elementary SchoolThe EiE Ohio: Building 21st Century Learners project supports the Columbus City Schools, Colleges of Education & Human Ecology, Arts & Sciences, and Engineering to bring STEM integrated units to high-needs elementary schools. The main activities for the project include training for teachers to implement the Engineering is Elementary (EiE) units designed by the Science Museum of Boston. The project includes two Summer Institutes. The first, scheduled for shortly after the end of the school year, introduced teachers to the EiE unit on windmills or parachutes. In Summer Institute II (August), teachers will plan for implementation of their chosen units during 2015-2016 and will practice a second unit. During Institute II, the Edthena video annotation software will be introduced. The third element of the project includes five Saturday Follow-Up Sessions to continue the professional learning community and to provide opportunity to share and critique video of classroom implementation.

Demonstrating Understanding: Investigating First Graders’ Images and Writing in a Carnivorous Plant Unit Rachel E. Wilson and Leslie Bradbury, Appalachian State UniversityTwo teacher educators and two first-grade classroom teachers planned and co-taught a week-long integrated science-language arts unit focusing on carnivorous plants (CPs). In this unit, 40 first graders investigated the structures of CPs by observing living specimens, supplemented with opportunities to read and write about CPs, and gather information from a web-based resource that included photos and video of CPs. The culminating assessment for this unit required students to draw and write about their understanding of how one CP attracts and captures its prey. We analyzed first-graders’ products for evidence of accurate representation of core science ideas. We will share student products and our findings about using drawing as an assessment for early elementary science units and how these findings have impacted our instruction in our elementary science methods courses, as well as our future research and teaching in elementary science classrooms.

Developing Science Academic Language in Diverse Learners, Grades 3-5Lisa A. Gross and Shanan Fitts, Appalachian State UniversityThis presentation introduces a program developed to promote scientific inquiry and academic language in socially, culturally and linguistically diverse classrooms. University faculty have partnered with a curriculum specialist, ESL teacher and a group of elementary classroom teachers (Grades 3-5) to construct and implement lessons that include best practices for improving academic language through inquiry-based science instruction. The primary goals of this collaboration are: to increase teachers’ science content knowledge, confidence and lesson planning abilities; utilize science inquiry (5E) as a mechanism for academic language development (Bigelow, 2006; Ciechanowski, 2014) and; utilize research-verified strategies to scaffold science instruction for diverse learners. Preliminary data collected on the participants, both teacher and students, will be presented as the context of the study and used to evaluate the appropriateness of the program’s design and purpose. Teacher assessments constructed to compare and monitor learners’ progress in science academic language will also be introduced.

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Session 8, 11:20 - 12:40pm – Higher Education

How to Engage and Inspire Yourself and Your Students: Promoting STEM Literacy, 21st Century Competencies, Backward Design, and Deep Student UnderstandingLinda Plevyak, University of CincinnatiThis presentation will discuss STEM literacy and 21st century competencies, highlight effective approaches in teaching STEM which evolved from the National Academy of Sciences report on STEM integration (2014), and share examples of STEM lessons that were developed using the three stages of the Backward Design model (McTighe & Reese, 2011). One of the challenges for K-12 STEM teachers is identifying quality goals and planning for deep student understanding. Using the Backward Design model, teachers articulate the desired results first, and then develop an assessment strategy that identifies what the students have learned. Lastly, the teacher plans activities that promote understanding and application of learning to new situations. At the conclusion of the presentation, handouts of STEM lessons will be given to audience members.

Students’ Perceptions of Their Teacher Training ProgramCindy Ghent, Lauren Lettieri and Allison Kahan, Towson UniversityToday’s teachers need to understand their content, but also be proficient in myriad other domains, such as diversity, psychology, and classroom management. Teacher preparation programs attempt to cover as many of these important topics as possible. Preservice teachers most often realize how their programs are structured, but it is uncertain whether they understand why that structure exists and what it is designed to accomplish. This study seeks to answer that question. Students in a teacher preparation program were interviewed to ascertain their thoughts about their training program. The main thrust of the question set was to get students verbalizing their understanding of the entire program, whether they feel the program is successful, and whether they feel prepared for the challenge of beginning their career in the classroom.

Science of Teaching Pre-Service Teachers How to Integrate Technology into their ClassroomsMichael Esch and Christopher Atchison, University of CincinnatiA recent science methods course for first-year middle grades science majors at the University of Cincinnati was redesigned to focus on the integration of technology through universal design. The pre-service teachers indicated through a survey taken on the fourth week of the course, that they were confident in using technology, but not as confident about using it in their classroom. Throughout the course the pre-service teachers were exposed to technology that could help them in collaboration, assessments, instruction, and learning management. This presentation will focus on the instructional objectives and outcomes of this integrated science methods course.

Engaging the Future through the Past, Part 2: A Look at the Initial Data Kimberly Haverkos, Thomas More CollegeAt last year’s MA-ASTE conference, I suggested we think about training our pre-service STEM teachers by engaging with the past—using history to teach STEM. In this presentation, I share the initial results of a study that looked to use history as a way into STEM education. Elementary pre-service teachers were given surveys to explore their attitudes towards STEM and integrated STEM teaching. Additionally, students kept a journal each semester around integrative experiences. This presentation will focus on the journal entries and the themes that arose around nature and history. Alongside the novel, The Evolution of Calpurnia Tate, by Jacqueline Kelly, students kept nature

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journals, looking for ways to design STEM lessons from the integration of their nature journal observations, their readings of historical fiction, and their field trips to historic locations.

FRIDAY Poster Presentations (9)

1. From Learning to Teach to Teaching to Learn: A Longitudinal Study of a Developing Teacher of Elementary School ScienceElisebeth Boyer, The Ohio State University This study follows a preservice teacher during her science methods course, first science teaching experience in a preservice classroom, and through her first and second year as an inservice teacher. It is guided by the situated learning and legitimate peripheral participation framework and utilizes the qualitative case study tradition. This case study illuminates the changing understanding of someone progressing from a true novice to an experienced teacher of science at the elementary level. It illustrates how tightly preservice teachers hold on to their experiences as science learners and shows how negative examples of productive teaching can actually work to highlight the pedagogical purposes for teaching investigation-based science in elementary school classrooms.

2. Does Engineering Camp Improve Students Perceptions of Engineering?Melinda Matuch, Vinta Tiarani, and Donna Farland-Smith, Ohio State University As part of a larger, ongoing study on students’ perceptions of engineers work, a sample of thirty students who participated in a week-long engineering camp experience were assessed before and after their camp experience. The campers were asked to 1) draw a picture of an engineer at work, 2) answer three questions about their engineer’s use of math and science and the engineer’s gender, and 3) to write a sentence about the engineer’s work.

The data were scored by two raters using the same rubric and inter-rater reliability was established. Several questions were asked and evaluated statistically. So, what were the student’s perceptions at the beginning of camp week? And how did those perceptions change afterwards? While the overall results did not provide statistically significant evidence of changes in perception, a qualitative analysis of the students’ perceptions demonstrated that there were some important individual changes in perception.

3. Teachers’ Beliefs, Student Learning, and the Planetarium Experience Karen Schwarz, West Chester University There’s no denying that K-12 students get excited about a field trip to the planetarium. Certainly getting students excited about science is a good thing. But what about the effectiveness of the planetarium experience on student learning? Do they actually learn more by visiting the planetarium than they would without it? Are we, as teachers and planetarium professionals, making the most out of these visits? Can we tap into the unique environment offered in a planetarium to optimize learning? I am starting a research project to answer these questions. To begin with, I am exploring the motivations of teachers for bringing their classes to the planetarium. How do teachers feel the visit benefits their students? What evidence do they have that their students are learning from the visit? Is the visit a means of additional instruction or is it just a fun trip?

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4. How Do Teachers View the Nature of Science Education? Aerin W. Benavides and Catherine Matthews, The University of North Carolina at GreensboroIn descriptive case studies thirteen teachers shared their views of learning to implement an innovative citizen science program in partnership with a local arboretum and described the nature of the program. With support from arboretum educators they initiated participatory science programs in which they and their public elementary school students generated knowledge for use by scientists and the global public. Data from their schoolyards were shared online by eBird, Project Squirrel, and Nature’s Notebook. Using an interpretivist researcher view of learning as socially constructed in context and an Activity theory lens, I sought to understand the systemic transformations as a product of interrelated elements. The interrelated elements of teachers with their cultural histories, tools and artifacts that mediated learning, rules and cultural norms, communities, and power structures were all considered in analyzing teachers’ descriptions and meanings of their experiences. Findings could help initiate a shift in how we teach science.

5. Student Epistemologies in an Intermediate Level Biology CourseKatherine Mollohan and Lin Ding, The Ohio State UniversityMuch research into student attitudes and beliefs in science has been conducted. However such investigations are mostly done with introductory-level students. It is necessary to expand these studies to intermediate and upper-level major students to determine if and when epistemologies change. We surveyed biology majors in an intermediate level course (n=102) using the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio) and interviewed a subset of these students (n=15) to better understand the reasoning behind their answers on the survey. Results show that students in this class improved in their epistemologies during the course of a semester, and interviews reveal that students recognize that their attitudes change and mentioned several factors as being related to these changes, including intrinsic interest in biology, experience in college and upper level courses, and “learning how to learn.” Implications for instructions will be discussed.

6. Elementary Teachers Views about Engineers and EngineeringKathy Malone, Vinta Angela Tiarani, Karen Irving, and Trudy Giasi, The Ohio State UniversityRecently, a movement has begun that calls for understandings of the nature of engineering for elementary children that could lead to useful learning outcomes within the fields of engineering. Typically, the research studies in this area have explored children’s ideas of engineers and have utilized children’s drawings in efforts to discern what those ideas are. Elementary teachers’ ideas about engineers and engineering have yet to be explored in depth. This study aims to investigate the views of engineers held by elementary teachers to provide a basis upon which activities or curriculum materials might be developed to introduce elementary children to the work of engineers and the engineering design. Twenty nine elementary teachers in two groups, STEM/STEAM and Arts groups, created drawings of engineers at work. The analysis of the drawing and the comparison between groups will be presented in detail.

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7. Sequential v/s Simultaneous Synthesis Problems: Effect of Mathematical Complexity on Concept Recognition and ApplicationBashirah Ibrahim, and Lin Ding, The Ohio State UniversityThe study investigates physics students’ ability to recognize the relevant concepts and correctly apply them when solving sequential and simultaneous synthesis problems with varying mathematical complexity. The former (sequential synthesis) includes the chronological application of multiple concepts while the latter (simultaneous synthesis) involves the concurrent integration of different concepts. A cohort of 105 students, randomly separated into three groups, completed one version of the sequential problem: simplest, complex, most complex. The simultaneous problems were administered to 66 students; each student was randomly assigned to complete one version of the task (simple or complex). Data analysis indicates that mathematical complexity has no effect on concept recognition and application for the sequential problems but has noticeable influences for the simultaneous problems. From individual interviews, cueing effect as well as students’ familiarity and confidence with the concepts, were found to be potential reasons for the difference.

8. Pre-Service Teachers’ Changes In Attitude Toward Teaching Science Using The POSTTWilliam Thornburgh, Sherri Brown and Pam Jett, University of LouisvillePre-service elementary teachers enrolled in a one-semester science methods course (n = 37) were given a 10 question pre-test at the beginning of the semester to evaluate their pedagogical preferences toward various real-world teaching situations. These teaching vignettes act to classify pre-service teachers into one of four pedagogical approaches to teaching science: open inquiry, guided inquiry, active direct, or didactic direct instruction. The questions were selected out of a pool of vignettes and were specifically chosen to match up with the topics covered during the methods course. At the conclusion of the semester, students were given a 10 question post-test composed of the same ten questions in randomized order. The results indicated that students’ attitudes gravitated toward an inquiry approach and away from any didactic direct approach to teaching science.

9. How Much is Enough? The Impact of UTAs on Student Performance Over a Year-Long General Chemistry SequenceStephanie B. Philipp, Hanover College; Tom Tretter, Christine Rich, University of Louisville; and Melissa ShirleyWe have developed a program using trained and supported undergraduate teaching assistants (UTAs) to enhance instruction in the two-semester general chemistry sequence for STEM majors (CHEM 201-CHEM 202). Previously, we found that CHEM 201 UTAs were associated with higher student enrollment in CHEM 202. The focus of this study was investigating UTA impact on CHEM 202 student performance. Preliminary results show that students who had 1) a UTA for CHEM 202 scored significantly higher on the final exam than students who had a GTA; and 2) a UTA for both CHEM 201 and CHEM 202 scored higher on the CHEM 202 final exam than students who had no UTA either semester or who had a UTA for only CHEM 201. We conclude that students who have at least one UTA during the two-semester general chemistry sequence will score higher on the CHEM 202 final exam than students having no UTA.

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SATURDAY Poster Presentations (8)

1. Characteristics of Effective Astronomy Education and Public Outreach ProgramsRommel J. Miranda, Towson UniversityThis qualitative study investigated the beliefs of fifteen Project ASTRO Site Leaders across the nation in diverse educational settings (4-Year Colleges / Universities; 2-Year Community Colleges; National Observatories; Museums; and Educational Organizations) about the characteristics of an effective astronomy education and public outreach program, the challenges they face when directing their programs, and the modifications they make to their programs in light of these challenges. Recommendations regarding how astronomy education and public outreach programs can evolve to remain relevant in our nation’s dynamic educational environment will be presented.

2. A Psychometric Evaluation of the English Version of the Nature of Solutions and Solubility - Diagnostic Instrument (NSS–DI Eng), Using Classical Test TheoryMandy McCormick Smith, Capital University; Lin Ding, The Ohio State University; Kathy Cabe Trundle, North Carolina State UniversityThe Nature of Solutions and Solubility - Diagnostic Instrument (NSS–DI) developed by Adadan and Savasci (2012), was designed to assess students’ understanding of solution chemistry concepts. From its original development and implementation, the test has been modified to an English version of the instrument, the NSS-DI Eng. To evaluate the reliability and the discriminatory power of this assessment tool, statistical tests focusing on both item analysis (item difficulty index, discrimination index, point-biserial coefficient) and the whole test analysis (Cronbach’s alpha and Ferguson’s delta). While the results indicate that the English version of the NSS-DI is a reliable assessment tool, there are also some indications that the instrument could be improved. Future hopes for the NSS-DI Eng are that upon further improvement, it will provide chemistry educators and researchers insights into common solution chemistry conceptions, alternative conceptions, student understandings, and will lead to improved chemistry education.

3. Preparing STEM Faculty for Indian Universities: OSU and AMU Collaboration Year 2Karen E. Irving, Anil Pradhan, and Sultana Nahar, The Ohio State UniversityThe Obama-Singh 21st Century Knowledge Initiative project at Ohio State University and Aligarh Muslim University (AMU) aims to produce world class STEM faculty for higher education institutions in India and to promote research collaborations. The Obama-Singh Fellows are post-candidacy graduate students completing their doctoral studies in a STEM field at AMU. After a rigorous selection process, the Fellows enrolled in a Master in Education program at OSU specifically designed for their program during the 2014-2015 academic year and were paired with research scientists at OSU working in their specialty fields. After completion of one year of coursework and scientific research at Ohio State, the Fellows have returned to India to continue their doctoral research in their science fields as well as to complete a research project in science education. During this second year of the program, they will apprentice teach at AMU and collect data on an educational research problem.

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4. Science Autobiographies in Undergraduate Introductory AstronomyMatthew Perkins Coppola, Indiana University-Purdue University Fort WayneIntroductory astronomy courses are a popular choice for undergraduate students in majors other than science. These students bring a diverse wealth of experiences and perspectives that impact learning and participation. Students enrolled in a double-section of introductory astronomy were asked to compose a science autobiography prior to the start of the semester. Positive and negative experiences in students’ prior science courses were solicited as well as major and prior experiences and interest in astronomy. The professor shared his science autobiography as well in an attempt to model the assignment and further connect with students. This poster presentation shares some of the common themes of these autobiographies as well as championing the value of professors having a cursory understanding of the students whom they are teaching.

5. The Expanded Use of High-Impact and Non-Cognitive Educational Practices in Building Classroom Communities in a Variety of Biology CoursesMathys Meyer and Darla French, University of PikevilleWe intentionally implemented both high-impact educational practices (common intellectual experiences, intensive writing, learning communities, research, service and community learning, and capstone projects) and non-cognitive variables (positive self-concept, realistic self-appraisal, long term goals, strong support system, leadership experience, community service, and acquired knowledge) in several team-taught special topics courses in biology (Restoration Ecology, Introduction to Ornithology, Research in Applied Sustainability, and Sustainable Living in a Modern World (for non-majors)). We wanted to assess if these practices 1) could be scaled down to smaller classes, 2) could transform the learning experience, and 3) could be useful in building community and cohort. This turned out to be possible, and the courses were a transformative experience for both the faculty and the students involved. We will present an outline of each course along with qualitative and quantitative data collected from these four courses and ideas for implementation.

6. The UNC Charlotte 49ers Teach ProgramWarren J DiBiase and David K. Pugalee, University of North Carolina at CharlotteThe UNC Charlotte 49ers Teach Program supports outstanding science students in becoming K-12 math and science teachers through the Robert Noyce Teacher Scholarship. The 49er Teach Program at the University of North Carolina Charlotte offers competitive, generous scholarships and collaborative education research and teaching opportunities to junior and senior undergraduates majoring in science.

The NOYCE Scholarship provides tuition and expenses up to $12,500 each year up to two years. During those two years, Scholars will serve as Learning Coaches for either introductory physics or chemistry classes. Scholars will also have multiple opportunities to work with science teachers and students in high needs districts. Science educators and classroom teachers will be assigned as mentors to each Scholar to ensure their progress through the Scholarship Program.

7. Aligning the Learning of Science with the Nature of Science in Large Lecture ClassroomsScott A. Sander, Miami University Large lecture courses and the associated transmission model of learning they employ are still the dominant way students are taught science content at the university level. “To be a successful science student, one must deny precisely those critical instincts that are the

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hallmark of the sciences” (Rosenblatt, 2011, p.157). This quote summarizes the unfortunate reality separating “school science” from science itself.

By adding more inquiry-based methods, students were provided with opportunities to engage in scientific thinking instead of the more traditional consumption of scientific facts. In a course mainly composed of elementary education majors, students were asked to learn the content in a manner consistent with how they are expected to teach. By inviting students to engage in the inquiry process (to explore, notice, question, and wonder in order to build their own understanding of the content) they also developed a broader and deeper understanding of the nature of science.

8. Where Do Physics Teachers Come From? Recruitment and Retention of Pre-Service Physics TeachersRon Hermann and Cody Sandifer, Towson UniversityThere is an ongoing shortage of highly qualified physics teachers across the United States. In an effort to reduce this shortage, universities must attract students to physics teacher preparation programs and retain those students once they are in the program. However, there is a dearth of information on the best practices for recruiting and retaining pre-service physics teachers, or science teachers in general. In recent years we have more than tripled the number of students in physics teacher education programs at Towson University near Baltimore, Maryland. In this presentation we describe our efforts to recruit students into physics teacher education programs. Moreover, we offer tangible suggestions based on the lessons we learned in hopes that other universities may also increase have greater success with science teacher recruitment and retention.

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2015 Mid-Atlantic ASTE Pre-Registered Participant List

Arts, Robert University Pikeville [email protected], Christopher University of Cincinnati [email protected], Aerin University of North Carolina, Greensboro [email protected], Meg North Carolina State University [email protected], Elisebeth Ohio State University [email protected], Leslie Appalachian State University [email protected], Sherri University of Louisville [email protected], Erica Ohio State University [email protected], Tina Marshall University [email protected], Jeffrey West Virginia University [email protected], Matthew Indiana Univ.-Purdue Univ. Ft. Wayne [email protected], Kerry James Madison University [email protected], Warren University of North Carolina, Charlotte [email protected], Lin Ohio State University [email protected], Todd West Virginia University [email protected], Michael University of Cincinnati [email protected], Donna Ohio State University [email protected], Brandi South Mifflin STEM Academy [email protected], Shanan Appalachian State University [email protected], Darla University of Pikeville [email protected], Cindy Towson University [email protected], Trudy Ohio State University [email protected], Aimee Lee East Tennessee State University [email protected], Linda Appalachian State University [email protected], Krisitie North Carolina State University [email protected], Sarah Towson University [email protected], Kim Thomas Moore College [email protected], Deb Fairmont State University [email protected], Ron Towson University [email protected], Kylie North Carolina State University [email protected], Bashirah Ohio State University [email protected], Karen Ohio State University [email protected], Allison Towson University [email protected], Karenna Centre College [email protected], Bharath University of Kentucky [email protected], Lauren Towson University [email protected], Justin University of Kentucky [email protected], Paula Indiana University [email protected], Kathy Ohio State University [email protected], Sheron University of Louisville [email protected], Melinda Ohio State University [email protected]

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mailto:[email protected]











McFadden, Justin University of Louisville [email protected], Deepika Towson University [email protected], Mathys University of Pikeville [email protected], Helen University of Cincinnati [email protected], Melissa University of Louisville [email protected], Travis West Liberty University [email protected], Rommel Towson University [email protected], Ashley West Virginia University [email protected], Sarah Centre College [email protected], Pat West Virginia University [email protected]’Toole, DeAnn University of Cincinnati [email protected]

Philipp, Stephanie Hanover [email protected]

Plevyak, Linda University of Cincinnati [email protected], Jim West Virginia University [email protected], Scott Miami University [email protected], Cody Towson University [email protected], Karen West Chester University [email protected], Wahyu Ohio State University [email protected], Mandy Capital University [email protected], Katie University of Cincinnati [email protected], William University of Louisville [email protected], Vinta Ohio State University [email protected], Eva West Virginia University [email protected], Tom University of Louisville [email protected], Ashley University of Cincinnati [email protected], Angela Louisiana State University [email protected], Kathryn National Radio Astronomy Observatory [email protected], Rachel Appalachian State University [email protected]

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NOTES

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NOTES

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