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Eighth Annual Symposium Series
- February 6, 2006
Northeastern Illinois
University
- March 10, 2006 Loyola University
Chicago
- May 5, 2006 Saint Xavier University
The symposium will begin in the
Andrew Conference Center (ACC). You may pick up your participant
materials, beginning at 12 noon, at the symposium information table located
in the ACC lobby. The dinner and evening program will be held in the
Butler Reception Room located on Level two (main level) of the Warde
Academic Center in the "A" Wing.
Directions
to Saint Xavier University Chicago
The
May 5th symposium on “Excellence in Teaching Mathematics
and Science: Research and Practice” at Saint Xavier University Chicago is
fully subscribed. No additional registrations will be accepted.
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.
A forum for faculty and graduate students in education,
mathematics, and science devoted to improving teaching and learning of
mathematics and science. These inter-disciplinary forums bring together
people from universities, 4-year colleges and 2-year colleges.
FIRST SYMPOSIUM
Monday, February 6, 2006
Northeastern Illinois University
Plenary Session Speakers:
Due to unforeseen circumstances, Arthur Ellis will not be
able to speak, as previously announced. We are very pleased to have Robert L. Kuczkowski speak in the program.
Robert L. Kuczkowski
Program Office, Special Projects and Instrumentation,
Division of Chemistry, National science Foundation; and Professor Emeritus, University of Michigan- Ann Arbor.
Robert L. Kuczkowski has been
responsible for programs in the Chemistry Division at NSF promoting the
integration of research and education such as Research Experiences for
Undergraduates and Undergraduate Research Collaboratives/Centers. He was chair of the Department of Chemistry
at the University
of Michigan in1991-97,
and in 2004-05. Kuczkowski is a fellow
of the American Physical Society and the American Association for the
Advancement of Science. He received
his B.S. degree from Canisius College and a PhD. Degree in chemistry from Harvard University.
Dennis Davenport
Associate Professor of
Mathematics, Miami
University
Dennis Davenport received
his PhD from Howard University in 1987, specializing in topological
semigroups with applications to Ramsey Theory, and then joined the faculty at
Miami University
in Oxford, Ohio. He is currently an Associate
Professor at Miami
University.
At Miami
University, Davenport developed the Summer
Undergraduate Mathematical Science Research Institute (SUMSRI), an
undergraduate research program which targets advanced mathematical science
majors from underrepresented groups and women. Each summer, the program
brings some 15 students to Oxford
for research and enrichment experiences. He collaborated with several
faculty members at Miami
University to start the
Mathematical Enrichment Program (MEP), which is modeled after Uri
Treisman’s calculus workshop project. Davenport
was a Regional Director of the MAA Strengthening Underrepresented Minority
Mathematics Achievement (SUMMA) program from 1991 to 2000 and currently
directs the Miami
University program of
the Ohio Science and Engineering Alliance (OSEA). OSEA is part of the
NSF Louis Stokes Alliance for Minority Participation (LSAMP) program, which
is designed to increase the number of members from underrepresented groups in
mathematics, engineering and the sciences.
Davenport was a program director in the
Division of Undergraduate Education (DUE) at the National Science Foundation
(NSF) in 2000-2002. While in DUE he worked on several programs
including, Course, Curriculum and Laboratory Improvement (CCLI), Assessment
of Student Achievement in Undergraduate Education (ASA), NSF Director’s
Award for Distinguished Teaching Scholars (DTS), Advance Technological
Education (ATE), Computer Science, Engineering and Mathematics Scholarships
(CSEMS) and the Math Science Partnership Program (MSP). In the
2003-2004 academic year, he served as a Visiting Professor at the United States Military
Academy in West
Point.
Abstracts for
Plenary and Break-out Sessions
SECOND SYMPOSIUM:
Friday, March 10, 2006
Loyola University
Chicago
Plenary Session Speakers:
Deborah Loewenberg Ball
Dean
of the School of Education, and the William H. Payne Collegiate
Professor of Mathematics Education and Teacher Education, University of Michigan
Deborah Loewenberg Ball is Dean of the School of Education,
and the William H. Payne Collegiate Professor of mathematics education and
teacher education at the University
of Michigan. Her work
as a researcher and teacher educator is rooted in practice, drawing directly
and indirectly on her experience as a classroom teacher. Ball's work focuses
on studies of instruction and of the processes of learning to teach. She also
investigates efforts to improve teaching through policy, reform initiatives,
and teacher education. Ball's publications include articles on teacher
learning and teacher education; the role of subject matter knowledge in
teaching and learning to teach; endemic challenges of teaching; and the
relations of policy and practice in instructional improvement.
Hyman Bass
Roger Lyndon Collegiate Professor of Mathematics and Mathematics
Education, University
of Michigan Council,
Center for Education
Hyman Bass is the Roger Lyndon Collegiate
Professor of mathematics and mathematics education at the University of Michigan.
His mathematical research publications cover broad areas of algebra, with
connections to geometry, topology and number theory. Bass is a member of the
National Academy of Sciences and the American Academy
of Arts and Sciences. Bass chaired the Mathematical Sciences Education Board
at the NRC, and the Committee on Education of the American Mathematical
Society, and he is President of the International Commission on Mathematics
Instruction. During the past eight years he has been collaborating with
Deborah Ball and her research group at the University of Michigan
on the mathematical knowledge and resources entailed in the teaching of
mathematics at the elementary level. In all of this work, a major challenge
has been to build bridges between diverse professional communities and
stakeholders involved in mathematics education, both here and abroad.
James Pellegrino
Distinguished Professor of Cognitive Psychology and Education, and
Co-Director of the Center for the Study of Learning, Instruction and Teacher
Development, University of Illinois at Chicago
James Pellegrino is distinguished professor
of cognitive psychology and education at the University of Illinois
at Chicago (UIC) where he also serves as co-director of the Center for the
Study of Learning, Instruction and Teacher Development. Prior to assuming his
current positions at UIC, he was Frank W. Mayborn Professor of Cognitive
Studies at Vanderbilt
University and Dean of
Vanderbilt's Peabody College of Education and Human Development (1992-1998).
He also served as co-director of the Learning
Technology Center
at Peabody
(1989-1992). His research and development interests focus on children's and
adult's thinking and learning and the implications of cognitive research and
theory for assessment and instructional practice. Much of his current work is
focused on analyses of complex learning and instructional environments,
including those incorporating powerful information technology tools, with the
goal of better understanding the nature of student learning and the
conditions that enhance deep understanding. A special concern of his research
is the incorporation of effective formative assessment practices, assisted by
technology, to maximize student learning and understanding. He served as
chair of the National Research Council/National Academy of Sciences Study
Committee for the Evaluation of the National and State Assessments of
Educational Progress, co-chair of the NRC/NAS Study Committee on Learning
Research and Educational Practice, co-chair of the NRC/NAS Study Committee on
the Foundations of Assessment, and chair of the Panel on Learning and
Instruction for the NRC/NAS Study Committee on the Strategic Educational
Research Partnership. He is a member of the NRC/NAS Board on Testing and
Assessment.
THIRD SYMPOSIUM
Friday, May 5, 2006
Saint Xavier University
Plenary Session Speakers:
Alice Artzt
Professor of Mathematics Education and Director of the Secondary
Mathematics Education Program, Queens
College of the City
University of New York
Alice Artzt taught secondary school
mathematics for fifteen years before receiving her Ph.D. in mathematics education
from New York University. Since 1983, she has been
the director of the Secondary Mathematics Education Program at Queens College and has received numerous
grants from the National Science Foundation and corporate foundations. She is
presently the project director of TIME 2000: A Math Teaching Program. Her
research interests and most recent publications focus on the recruitment,
preparation, and retention of secondary school mathematics teachers. She has
authored or co-authored over 50 publications and recently co-authored the
book, Becoming a Reflective Mathematics Teacher, published by Lawrence
Erlbaum Associates. Her awards include the Queens College President's Award
for Excellence in Teaching, Golden Key Teaching Award for Excellence in
Teaching, the Goudreau Mathematics Museum Award for Educational Leadership,
and the 2005 Q Award that honors individuals whose lives serve as models for Queens College students.
Richard J. Shavelson
Margaret Jacks Professor of Education, Professor of Psychology (by
courtesy) and Senior Fellow in the Stanford Institute for the Environment, Stanford University
Richard J. Shavelson is the
Margaret Jacks professor of education, professor of psychology (by courtesy)
(1995-present) and senior fellow in the Stanford Institute for the
Environment (2005-2007) and former dean of the School
of Education at Stanford University
(1995-2000). Before joining Stanford, he was dean of the Graduate School of
Education and professor of statistics (by courtesy) at the University of California,
Santa Barbara
(1987-1994). Prior to joining the UCSB faculty, he was professor of education
at UCLA (1973-1987) and director of the RAND Corporation's Education and
Human Resources Program (1980-1985). He has also served as president of the
American Educational Research Association; is a fellow of the American
Association for the Advancement of Science, the American Psychological
Association, and the American Psychological Society; and is a Humboldt
Fellow.
His current research is in the areas of measurement,
psychometrics, and related policy and practice issues, especially in science
education. His measurement research involves working closely with teachers
and scientists in the development of performance and other assessments in
science education, and their evaluation along psychometric, cost, classroom
use and social impact lines. Recently his research has focused on linking
assessment methods with a working definition of achievement that includes
declarative, procedural, strategic, and meta-cognitive knowledge. His policy
work currently focuses on assessment of learning in higher education, and the
quest for accountability. Co-author with Professor Noreen Webb of the book,
Generalizability Theory: A Primer, Shavelson's other psychometric publications
include research on the dependability of performance assessments used in work
and education. His policy research includes a National Research Council
Publication edited with Lisa Towne, Scientific Research in Education, and two
monographs on alternative designs of indicator systems for monitoring the
health of the nation's mathematics and science education systems.
Alan Sultan
Professor of Mathematics, Queens College of the City
University of New York
Alan Sultan received his Bachelor's,
Master's, and Doctoral degrees from the Polytechnic Institute of Brooklyn, in
the Unified Honor's Program. He is now Professor of Mathematics at Queens College of the City University of New
York, where he has been for 32 years and is currently the mathematics advisor
for elementary and secondary mathematics education students. He has been a
member of the project staff for the TIME 2000 Program since 1997, and has
authored or co-authored numerous research papers in mathematics and some in
mathematics education. He is the author of the successful book entitled,
Linear Programming: An Introduction with Applications, published by Academic
Press, and is the recipient of the Queens College Presidential Teaching Award
and the Golden Key Teaching Award for Excellence in Teaching. He has received
several research grants and has been a grader for Educational Testing
Services' advanced placement mathematics exams for the last six years.
Abstracts for
Plenary and Break-out Sessions
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.
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.
Copyright
© 2003 Institute for Mathematics and Science Education. All rights reserved.
UIC—University
of Illinois at Chicago
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