Second Annual MSPGP Mathematics and Science Education Research Conference


October 27, 2007

Bryn Mawr College

M. Carey Thomas Library (Thomas Great Hall)



Program



8:00 – 8:45 Registration, Breakfast, Poster Session

  1. Fractals in the Classroom
    Michael Fraboni: Assistant Professor of Mathematics, Moravian College
    Trisha Moller: Assistant Professor of Mathematics, De Sales University

  2. Brain Awareness Day
    Cecilia Fox: Associate Professor of Biology, Moravian College

  3. Formative Assessment
    Robert Styer: Associate Professor of Mathematical Sciences, presenting for
    Michael A. Posner: Assistant Professor of Mathematical Sciences, Villanova University

  4. PACSE: Tending an Important Garden
    John Dougherty: Assistant Professor of Computer Sciences, Haverford College &
    PA Association of Computer Science Education

  5. Who Am I? Search for Identity in the College–Age Student: Insight from the Course
    Stefan Samulewicz: Assistant Professor of Biology, La Salle University


8:45 – 9:00 Welcome and Introduction


  • Dr. Kim Cassidy
    Provost, Bryn Mawr College


Keynote Speaker


  • James Spencer, Ph.D.
    Professor: Franklin and Marshall College (retired) & Co-Chair of the AP Chemistry Redesign Project/Team

    Jim Spencer has a B.S. in Chemistry from Marshall University and a Ph.D. in physical chemistry from Iowa State University. He was the William G. and Elizabeth R. Simeral Professor of Chemistry at Franklin & Marshall College. He served as chair of the ACS Task Force on the General Chemistry Curriculum, was previously host of the JCE Forum on General Chemistry Curriculum Reform, and was a founding member of the Council on Undergraduate Research. He is the 2005 recipient of the Pimentel Award in Chemical Education. In addition, he has received the ACS Award for Research at an Undergraduate Institution, the CMA Catalyst Teaching Award, the E. Emmet Reid Mid-Atlantic ACS Teaching Award, and has authored more than 100 papers in research and chemical education. He has written 30 experiments for the Brooks/Cole Modular Laboratory series. He is the chair of the AP Chemistry Test Development Committee and co-chairs the Realignment Commission for AP chemistry. He is co-author of the texts Chemistry: Structure and Dynamics, 4th Edition; Physical Chemistry: A Guided Inquiry Atoms, Molecules, and Spectroscopy: Physical Chemistry: A Guided Inquiry Thermodynamics and their accompanying solutions manuals. He is co-PI on the NSF CCLIND Process Oriented Guided Inquiry Learning project 2003-2007.

9:00 – 9:35 Keynote Address


AP Chemistry: Redesigning the AP Curriculum and Exam
The College Board is committed to exploring the implications of the National Research Council Report on learning and understanding. This report pointed out that too much superficial content coverage and memorization occurred at the expense of deeper, inquiry-based science learning and understanding. AP courses replicate college courses and have produced high standards in high school chemistry courses. However, based on best practices and educational reform efforts, a revision and redesign are now considered critical to future success for our students and science in general.


9:45 – 10:35* Concurrent Sessions A


A1. Teacher Induction (Room 110)
The need for quality induction programs is recognized by educational policy makers and stakeholders throughout the northeast region. During this session, two MSPGP partner school district administrators describe their successful induction programs that have both supported new teachers’ practice and proved successful in promoting teacher retention.
  1. Gail L. Heinemeyer: Director of Support Services
    Ridley School District

  2. Denise Kerr: Superintendent
    Rose Tree Media School District


A2. Science Through Inquiry (Room 104)
The many different levels of inquiry and the nature of the learning that occurs at each level, have provided teachers with a wide array of options to engage students in ways of “knowing and being able to do” within science. In this session teachers at the middle school, high school and college teacher preparation levels will discuss how they have built inquiry into their courses, why they chose to emphasize inquiry, and the questions, challenges and successes that they have experienced as a result of their work. If you are an "Inquirer", come share in their conversation.
  1. Deborah Pomeroy: Associate Professor Emerita of Science Education
    Arcadia University & Co – PI MSPGP

    Jerry Weiner: Science Coordinator
    Bensalem School District


  2. Pete Vreeland: Science Teacher
    Upper Merion High School  Assessing Inquiry


A3. Teacher Quality, Quantity and Diversity (Room 224)

This session focuses on two current MSPGP research projects. The first researcher will report on year one of a two-year study. This project intended to provide data that would allow the research team to determine whether or not and to what degree math teaching graduates are being prepared to teach all students in a manner aligned with the state standards and NCTM and whether math teaching graduates are able to instill in students quantitative literacy skills. The second researcher will describe a beginning research project which will investigate the scope and extent to which math and science teachers in the Greater Philadelphia region promote the math and science teaching career to their students and new teachers within their school setting.
  1. Laurie Bernotsky: Professor of Political Science & Director, Center for Social and Economic Research
    West Chester University
    Assessing Teacher Preparedness

  2. Diana Campbell: Leader of Teacher Recruitment
    MSPGP
    Teachers for Teaching: The math and science teachers’ role in promoting the teaching career.


A4. Virtual Tutoring – High School Mathematics (Room 111)

Students from partner districts will work online via audio, video, and Smart board technology with undergraduate students from Arcadia University. Arcadia students will tutor individuals in high school or middle school mathematics.
  1. Richard Clancy: Mathematics Specialists/Technology Coordinator
    MSPGP



10:45 – 11:35* Concurrent Sessions B
(Snacks will be available)


B1. Moving Toward Math Reform(Room 110)

This session will specifically focus on the role of school leaders in the reform process and will provide examples of how school leaders are thinking about and approaching this challenge.
  1. Nancy Acconciamessa: Math/Science Curriculum Coordinator
    Colonial School District
    Adina Laver: Leadership Development Specialist
    MSPGP
    Moving Toward Math Reform: The Role of School Leaders


B2. POGIL (Room 224)

This session focuses on how group process oriented guided strategies for inquiry learning, which involve very carefully crafted lessons, bring students to a very clearly defined level of mastery of concepts and skills.
  1. James Spencer: Professor of Chemistry
    Franklin and Marshall College

  2. Andrea E. Martin: Assistant Professor of Chemistry
    Widener University Presentation

  3. Kelly E. Butler: Assistant Professor of Chemistry
    Chestnut Hill College  Presentation


B3. Issues in Teaching and Learning in Higher Education (Room 104)

Results of the Third International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP) show that expanding the pool of math and science teachers is critical to student success in STEM education. During this session, faculty from two different partner institutes of higher education will discuss research and practice as it relates to effective teaching on the post-secondary level and the need to promote persistence in math and science teaching degrees.
  1. Deborah Pomeroy: Associate Professor Emerita of Science Education
    Arcadia University & Co – PI MSPGP
    Ned Wolff: Associate Professor of Mathematics
    Arcadia University
    Analysis of Reported Attrition of Students Out of Science Majors: Four Pilot Case Studies

  2. Jay Pathak: Associate Professor of Mathematics
    Lincoln University
    Pedagogy PLC


B4. Measuring Student Achievement (Room 111 )

A number of our districts are establishing and/or developing assessments for all students for a variety of purposes: e.g. placement decisions, school accountability information, curriculum implementation assessment. In this session teachers from the Quakertown Community School District will discuss their challenges and successes with the development and implementation of benchmark assessments.
  1. Jacqueline Clymer: Lead Teacher K – 12 Science
    Quakertown Community School District

    Katie Hoffman: Science Teacher
    Quakertown School District
    Development of Benchmark Assessments 


11:45 – 12:35* Concurrent Sessions C
(Snacks will be available)



C1. New Course Design – Bryn Mawr College (Room 104)

Designing or redesigning courses is a challenging strategy several of our partners have undertaken. This session is an opportunity to hear about some of these efforts that are on going at Bryn Mawr College and their progress to date.
  1. Blythe Hoyle: Lecturer and Laboratory Coordinator
    Bryn Mawr College
    Chemistry Study: New Approaches to Teaching

  2. Victor Donnay: Professor of Mathematics
    Bryn Mawr College
    Changing Pedagogies in Math and Science Education


C2. SEC: Fidelity of Implementation (Room 224)

Since May 2005, teachers participating in MSPGP Summer Institutes have been completing the Survey of Enacted Curriculum (SEC) to indicate the areas of cognitive demand and content implemented in their classrooms throughout the school year. Initial data findings are presented here.
  1. Rita Fierro: Researcher
    Research for Better Schools
    Differences Between Mathematics and Science Implementation in Middle and High Schools in MSPGP Districts 


C3. Students as Learners and Teachers (Room 110)

This session highlights two case studies of faculty working with student consultants at two different partner institutes of higher education. Two models with similar goals will be discussed. The case studies will identify some of the implications for teaching and learning in higher education and how partnerships between faculty and students promote success.
  1. Alison Cook-Sather: Associate Professor of Education & Coordinator of the Teaching and Learning Initiative
    Bryn Mawr College

    Michelle Francl: Professor of Chemistry
    Bryn Mawr College

    Maeve O’Hara: Mathematics Major/Education Certification Program
    Bryn Mawr College
    Gaining Perspective, Making Change: Faculty and Student Perspectives on Improving Teaching and Learning

  2. Annalisa Castaldo: Assistant Professor of English
    Widener University

    Andrea E. Martin: Assistant Professor of Chemistry
    Widener University
    A Cross-Disciplinary Study on the Use of Student Learning Assistants in Introductory Classes


C4. Reformed Middle School Math Curricula (Room 111)

How do NCTM Standards-based middle school curricula (Mathematics in Context and Connected Mathematics) affect student achievement on Pennsylvania’s PSSA and New Jersey’s GEPA? We investigated this question at 20 middle schools that adopted one or the other of these curricula with professional development support from the Greater Philadelphia Secondary Mathematics Project.  Click here for presentation
  1. Joe Merlino: Principal Investigator
    MSPGP

    Steve Kramer: Researcher
    MSPGP   



    12:45 – 1:35* Concurrent Sessions D



    D1. Measuring Student Achievement (Room 111)

    A wide variety of strategies are being employed by educators in our partnership to engage students and teacher alike with immediate feedback on student understanding and performance in order to inform teaching decisions for the teacher and to engage students. Our panelists will be sharing their efforts in both implementing these strategies and in trying to assess their effectiveness.
    1. Tom Sherbinko: Teacher
      Haverford School District
      Assessment Conferences: Using Summative Assessments in a Formative Assessment Classroom

    2. Jacqeline Clymer: Lead Teacher K – 12 Science
      Quakertown Community School District
      EASE: Equity & Achievement in a Standards-based Environment


    D2. New Course Design - Widener University (Room 110 )

    Designing or redesigning courses is a challenging strategy several of our partners have undertaken. This session is an opportunity to hear about some of these efforts at Widener University and their progress to date.
    1. Bruce Grant: Associate Professor of Biology & Environmental Sciences
      Widener University

      Stephen Madigosky: Professor of Biology & Environmental Sciences
      Widener University
      Case Studies in Practioner Research to Teach Biology and Environmental Science at Widener University


    D3. Modeling in Science (Room 224)

    The effects of a modeling approach upon science learning and teaching in the 9th grade introductory physics courses was the focus of this study. The findings in this study support the “physics first” innovation and have implications for consistent implementation of a modeling approach to teaching high school science.
    1. Ling Liang: Associate Professor of Science Education
      La Salle University

      Raymond F. Howanski: Teacher
      Ridley School District
      Improving Students’ Conceptual Understanding of Physics and Chemistry: A Modeling Approach


    D4. Professional Development Schools

    This presentation will look at what we have learned in the process of creating and maintaining a professional development school (PDS) that involves four colleges, including two community colleges, and one middle school. The unique arrangement resulted in additional obstacles that had to be overcome to start the PDS; the presentation will discuss the obstacles and the research design being used to ascertain why the process has been largely successful.
    1. Dennis C. Ebersole: Professor of Mathematics & Computer Information Science
      Northampton College  Professional Development Schools



    1:45 – 3:00 Lunch, Reception and Closure
    Thomas Great Hall

     

    Closing Remarks

    • Joe Merlino: Principal Investigator
      Math and Science Partnership of Greater Philadelphia

    Certificates of Attendance will be available between 1:45 - 2:15 PM

    * Please Note: Concurrent sessions end at 35 minutes past the hour.

    Pseudonyms were used for all school districts and institutes of higher education.