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Excellence in Teaching Undergraduate Science and Mathematics:
National and Chicago Perspectives
January 28, 2000—DePaul University Loop Campus
March 24, 2000—The Adler Planetarium
May 5, 2000—Peggy Notebaert Nature Museum, Lincoln Park
A series of three symposia designed to explore issues relating
to improving the teaching and learning in introductory science
and mathematics courses and to highlight promising practices.
FEATURES
Symposium programs feature:
- plenary sessions with national leaders in science, mathematics,
and education
- small group sessions highlighting exemplary practices drawn from
institutions in the Chicago area
- discussion groups on selected issues.
INTENDED AUDIENCE
Science, mathematics, and education faculty, college and university
administrators, and graduate students interested in improving
the teaching and learning of basic undergraduate science and mathematics.
FIRST SYMPOSIUM:
The Changing Practices of Science, Mathematics, and Education
Friday, January 28, 2000, 1:00pm to 8:00pm
DePaul University Loop Campus
Plenary Session Speakers:
- Sandra K. Abell, Professor of Science Education, School of Education, Purdue University,
and President-Elect, National Association for Research in Science
Teaching (NARST)
- Sandra K. Abell is Professor of Science Education in the School
of Education at Purdue University, where she teaches future and
practicing elementary science teachers and graduate students in
science education. Abell’s research focuses on the process of
becoming an elementary science teacher, from the teacher preparation
program into the beginning years of teaching, and throughout one’s
teaching career. Her research uses methods of naturalistic inquiry
and typically involves collaboration with school-based colleagues.
Abell has received numerous teaching awards from Purdue, the Association
for the Education of Teaching in Science, and the National Science
Teachers Association. She currently is President-Elect of the
National Association for Research in Science Teaching.
- Cathy Middlecamp, Director, Chemistry Learning Center, University of Wisconsin-Madison
- Catherine Middlecamp is the Director of the Chemistry Learning
Center at the University of Wisconsin-Madison. Over the past 20
years, she has designed, supervised and taught in a number of
programs for students under-represented in the sciences, both
at the collegiate and pre-collegiate levels. Currently, she teaches
general chemistry and a graduate seminar on teaching, and is serving
on several national advisory boards, including “Women and Scientific
Literacy” at the American Association of Colleges and Universities,
the task force for Women and Diversity at Project Kaleidoscope,
and Montana’s Rural Women and Girls in Science Project. She is
the editor of a web-based discovery based laboratory project in
Puerto Rico, and is a co-author of the recently published Chemistry
in Context, 3/e, a project of the American Chemical Society. Middlecamp
did her undergraduate studies at Cornell University (1968–72)
graduating Phi Beta Kappa and with distinction in all subjects.
She was awarded a Danforth Fellowship for graduate study and earned
her doctorate degree in chemistry at the University of Wisconsin-Madison
(1972–76).
SECOND SYMPOSIUM:
New Ways of Reaching All Students
Friday, March 24, 2000, 1:00pm to 8:00pm
The Adler Planetarium
Plenary Session Speakers:
- John Etchemendy, Professor and Chair, Philosophy Department, Stanford University
- John Etchemendy is a Professor and Chair of the Philosophy Department
at Stanford University. He is the author or co-author of seven
books in logic, and co-developer of six pieces of educational
software for use in logic instruction, for which he shared the
1997 Educom Medal with his collaborator, Jon Barwise of Indiana
University. Their most recent instructional package, Language,
Proof and Logic, consists of a six hundred page textbook, four
pieces of instructional software, and an Internet-based grading
service. Etchemendy was the chair of Stanford’s Presidential Commission
on Technology in Teaching and Learning, and is a member of Stanford’s
Learning Technologies Board. He was formerly Senior Associate
Dean of Humanities and Sciences at Stanford.
- Robert Moses, The Algebra Project, Cambridge, Massachusetts
- Robert Moses is a distinguished political and educational leader.
He is a graduate of Hamilton College and received a Master’s degree
in Philosophy from Harvard University in 1957. As a prominent
leader in the 1960s Civil Rights Movement, Moses is especially
known for his activities of “Freedom Summer,” 1964. He has taught
secondary school mathematics in both New York City and Tanzania.
In 1982, Moses was awarded a McArthur Fellowship, which he used
to volunteer full-time in the Cambridge schools. He developed
the Algebra Project—materials to teach pre-algebra in Middle School.
This innovative project is based on a thorough analysis of the
mathematical and pedagogical difficulties in teaching elementary
algebra. In particular, Moses’s analysis of the difficulties in
passing from intuitive to formal language is rooted in his study
of logic. The program balances the abstract with an understanding
of African-American youth. The Algebra Project now reaches students
at more than 15 sites across the country including those in Boston,
Chicago, the Mississippi Delta, and Oakland.
THIRD SYMPOSIUM:
Curricular and Instructional Reform in Mathematics and Science
Friday, May 5, 2000, 1:00pm to 8:00pm
Peggy Notebaert Nature Museum, Lincoln Park
Plenary Session Speakers:
- Andrew Gleason, Hollis Professor of Mathematicks and Natural Philosophy, Emeritus,
Harvard University
- Andrew Gleason joined the Harvard faculty in 1950 and continued
there until 1992 when he became Hollis Professor of Mathematicks
and Natural Philosophy, Emeritus. He is best known for his work
on Hilbert’s fifth problem, measures on the closed subspaces of
Hilbert space, and Banach algebras. He has been interested in
mathematics education since 1959 when he chaired the advisory
committee of the School Mathematics Study Group. He has spoken
at several conferences on the teaching of calculus and is one
of the members of the Calculus Consortium based at Harvard.
- Elaine Seymour, Director, Ethnography and Evaluation Research, Bureau of Sociological
Research, University of Colorado, Boulder
- Elaine Seymour is the Director of Ethnography and Evaluation Research,
Bureau of Sociological Research, University of Colorado, Boulder,
a position she has held since 1989. She received a Ph.D. in Sociology
from the University of Colorado, a M.A. in Education from the
University of Glasgow, Scotland, and a B.A. with Honors in Economics
and Political Science from Keele University, England. Her academic
honors include Doctoral Fellowships from the National Institute
of Mental Health and the University of Colorado, Teaching Excellence
Awards, and a Fulbright Teaching Scholarship. Seymour’s recent
work in assessment includes the development of a prototype Field-Tested
Learning Assessment Guide (FLAG)--a web-site of classroom assessment
tools for science, mathematics and engineering faculty engaged
in pedagogical innovation, and the development of a Student Assessment
of their Learning Gains classroom evaluation instrument.
REGISTRATION
Participants may register for the complete three-symposium series
or for an individual symposium. Click here to learn more about
registration including print out and mail in form.
SPONSORS
Sponsored by the Chicago Collaborative for Excellence in Teacher
Preparation, which includes the University of Illinois at Chicago,
Chicago State University, DePaul University, Loyola University
of Chicago, Northeastern Illinois University, Harold Washington
College, Harper College, Oakton Community College, Olive-Harvey
College, Triton College, and Truman College.
Partially supported by a Higher Education Cooperation Act grant
from the Illinois Board of Higher Education.
Copyright © 1999 Institute for Mathematics and Science Education.
All rights reserved.
UIC—University of Illinois at Chicago
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