• February 13, 2004 Illinois Institute of Technology
  
• March 12, 2004
Loyola University Chicago, Lakeshore Campus     
• May 3, 2004
University of Illinois at Chicago

Driving Direction to the University of Illinois at Chicago

The symposia feature:

• Keynote talks by national leaders in education, mathematics, and science, and breakout sessions with the speakers

• Breakout sessions highlighting exemplary practices, innovative projects, and research by Chicago area faculty

• Discussion groups on issues of teaching and learning mathematics and science, and the mathematics and science preparation of teachers

• Networking within and across disciplines.

Friday, February 13, 2004

Illinois Institute of Technology

• Rodger Bybee
  Executive Director, Biological Sciences Curriculum Study

Rodger Bybee became Executive Director of the Biological Sciences Curriculum Study (BSCS) in 1999 after serving four years as Executive Director of the National Research Council's Center for Science, Mathematics, and Engineering Education (CSMEE), in Washington, D.C.  As Associate Director of BSCS between 1992-1995, Bybee participated in the development of the National Science Education Standards. Bybee has been the principal investigator at BSCS for four NSF programs: an elementary school program entitled Science for Life and Living: Integrating Science, Technology, and Health, a middle school program titled Middle School Science & Technology, a high school biology program titled BSCS Biology: A Human Approach, and a college program titled Biological Perspectives.  Bybee has written widely.  He is co-author of a leading textbook titled Teaching Secondary School Science: Strategies for Developing Scientific Literacy and, most recently authored the book Achieving Scientific Literacy: From Purposes to Practices.  In 1998, he was awarded the National Science Teachers Association's Distinguished Service to Science Education Award.  In 2001, he was awarded the first Education Award from the American Institute of Biological Sciences (AIBS).

• Deborah Hughes Hallett
  
Professor of Mathematics, University of Arizona

Deborah Hughes Hallett is Professor of Mathematics at the University of Arizona and Adjunct Professor at the Kennedy School of Government, Harvard University.  With Andrew M. Gleason at Harvard University, she organized the Calculus Consortium based at Harvard, which brought together faculty from a wide variety of schools to work on undergraduate curricular issues.  She is actively involved in discussions about the teaching of undergraduate mathematics at the national and international level and is an author of several college level mathematics texts.  She recently completed work on a report for the National Academy of Science's Committee on Advanced Study in American High Schools and is a member of the Committee on Mutual Concerns of the Mathematical Association of America (MAA).  In 1998 and 2002 she was co-chair of International Conference on the Teaching of Mathematics in Greece, attended by several hundred faculty from some 50 countries.  She established programs for master's students at the Kennedy School of Government, precalculus, and quantitative reasoning courses (with Andrew Gleason), and courses for economics majors.  She was awarded the Louise Hay Prize of the Association for Women in Mathematics (AWM) and elected a fellow of the American Association for the Advancement of Science for contributions to mathematics education.  She won the three teaching prizes given at Harvard University.

Friday, March 12, 2004
Loyola University Chicago, Lake Shore Campus

• Peter Facione
  Provost, Loyola University Chicago

Peter Facione became the Provost of Loyola University Chicago in July 2002.  He is a board member of the American Association of College's and University's Project on Health and Higher Education.  In 2000 he served as a member of the American Council of Education's President's Task Force on Teacher Education.  In 1999 he was the national president of the American Conference of Academic Deans.  Since 1986 he has been a Senior Research Associate and the CEO of the California Academic Press LLC.  Facione's research interests are in cognitive heuristics and building thinking leadership teams, and he is nationally and internationally known for his work on the definition and measurement of those skills and habits of mind that are at the fore of human decision making and professional judgment, what academics often call critical thinking.  He has been a consultant on his work on decision-making, critical thinking, and collaborative leadership for the US Government, Los Alamos National Labs, several state education agencies, private industry, and professional associations.  Among his research publications are California Critical Thinking Skills Test, the California Thinking Disposition Inventory, the Test of Everyday Reasoning, the California Measure of Mental Motivation, the Professional Judgment Rating Form, and the California Reasoning Appraisal.
  

• James Hiebert
  Robert J. Barkley Professor of Education, University of Delaware

James Hiebert is the Robert J. Barkley Professor of Education at the University of Delaware, where he teaches in programs of teacher preparation, professional development, and doctoral studies. His professional interests focus on mathematics teaching and learning in classrooms. He has edited books on students’ mathematics learning and co-authored the books Making Sense: Teaching and Learning Mathematics with Understanding and The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. He recently served on the National Research Council committee “Mathematics Learning Study,” is the director of the mathematics portion of the TIMSS 1999 Video Study, and is PI on the NSF-funded Mid-Atlantic Center for Teaching and Learning Mathematics. He received a B.A. and M.A. in mathematics, taught mathematics in high school, and earned a Ph.D. in mathematics education at the University of Wisconsin-Madison.

Monday, May 3, 2003
University of Illinois at Chicago

• Rhonda Hughes
  Helen Herrmann Professor of Mathematics, Bryn Mawr College

Rhonda Hughes is the Helen Herrmann Professor of Mathematics at Bryn Mawr College.  Hughes's mathematical research is in the area of Functional Analysis.  She has worked with both undergraduates and graduate students on projects involving wavelets, operator theory and functional analysis, and stochastic processes.  Hughes co-directs the project Enhancing Diversity in Graduate Education (EDGE) with Sylvia Bozeman of Spelman College.  EDGE, which began in 1998, has received funding from the National Science Foundation, the National Security Agency, and the Andrew W. Mellon Foundation.  EDGE prepares female students academically and psychologically for the challenges of graduate school in male-dominated disciplines.  Hughes received the Mathematical Association of America Deborah and Franklin Tepper Haimo Award for Distinguished College or University Teaching in 1998, and the Sears-Roebuck Foundation Award for Teaching Excellence and Campus Leadership, Bryn Mawr College in 1991.  Hughes received her Ph.D. in Mathematics from the University of Illinois at Chicago.

• Pratibha Varma-Nelson

Professor of Chemistry, Northeastern Illinois University

Pratibha Varma-Nelson is currently Professor of Chemistry and Chair of the Department of Chemistry, Earth Science and Physics at Northeastern Illinois University (NEIU).  She received her B.Sc. from University of Poona, India, in 1970 and a Ph.D. in 1978 from the University of Illinois in Chicago in Organic Chemistry.  She did a Post Doctoral fellowship in Enzymology at Loyola University, in Maywood Illinois before joining the faculty of Saint Xavier University (SXU) in 1979. At SXU she taught courses in Organic Chemistry and Biochemistry.  At NEIU she teaches Senior Seminar and Chemistry of Biological Compounds to Chemistry Majors. Since 1995 her professional activities have revolved around the development, implementation and dissemination of the Peer-Led Team Learning (PLTL) model of teaching.  She was an active partner of the Workshop Chemistry Project, one of the five NSF supported systemic reform projects in Chemistry and is currently a co-principal investigator of two NSF supported National Dissemination Grants: The Workshop Project:  Peer Led-Team Learning and Multi Initiative Dissemination.  She has co-authored several publications and manuals about the PLTL model.  Varma-Nelson is the director of the Workshop Project Associate (WPA) Program which provides small grants to facilitate implementation of PLTL and director of the Chautauqua course on PLTL offered annually.

 

To see the full set of abstracts for the May 3 symposium click on the link below.  When you get to the abstracts for the 2004 symposium series, you can scroll down to the abstracts for the May 3 symposium.

Abstracts 2004

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.

CALL FOR PROPOSALS FOR BREAK-OUT SESSIONS

Proposals are welcome for organizing and leading a break-out session at one of the symposia. Click here for details of submitting a proposal.

Sponsored by the Chicago Collaborative for Excellence in Teacher Preparation.

Partially supported by the Illinois Board of Higher Educatio;, the College of Arts and Sciences and the School of Sciences and Mathematics, Roosevelt University; Rush Medical College of Rush University; and the Department of Chemistry and Physics, Chicago State University.
 

Registration Form

Break-out Proposal Form