Leading experts in Science, Technology, Engineering, and Mathematics (STEM) education from around the country will join with local practitioners for a one-day event on June 12 focusing on recent developments in K-20 pedagogy in these fields. There will be special attention to K-12 contexts. The morning will consist of two panel discussions featuring international experts in science and math education, respectively, as well as award-winning local teachers. The afternoon will consist of break-out discussions focused on relevant issues and practical applications in science and math education. This ND Forum event will be relevant for many audiences as it explores the impact of recent policy, research in science and math education, and the practical aspects of teaching these disciplines. Professional Growth Points can be earned by attendees. The event is free of charge. Register now. Sign-in begins at 8:15 am. The program spans 9 am to 4 pm and is followed by a reception for attendees. SEE THE SCHEDULE OF EVENTS, INCLUDING PANELS AND BREAK-OUT SESSIONS.

Featured speakers include:

Angie Calabrese Barton

Calabrese Barton is a professor of science education at Michigan State University. Her research focuses on issues of equity and social justice in science education, with an emphasis on the urban context. Drawing from qualitative and critical/feminist methodologies, she conducts ethnographic and case study research in urban community- and school-based settings. She studies the education experiences of three major stakeholder groups: upper elementary and middle school youth, teachers learning to teach science for social justice; and parents engaging in their children’s science education. She also engages in curriculum research and development that links nutrition and science literacies. She is co-editor for the Journal of Research in Science Teaching and is a graduate of the University of Notre Dame.

Julie Booth

Dr. Julie Booth is an Assistant Professor of Educational Psychology in the Department of Psychological Studies in Education at Temple University. She earned her Ph.D. in Developmental Psychology from Carnegie Mellon University and was trained as a postdoctoral fellow with the NSF-funded Pittsburgh Science of Learning Center. Her research focuses on the development of mathematics skills, both in elementary school and in middle and high school algebra. She explores how prior knowledge affects learning in math and how instructional interventions might fill gaps in students’ conceptual understanding to facilitate subsequent learning.

Suzanne Dolembo

Suzanne Dolembo is a 2003 graduate of Saint Mary’s College in Notre Dame, Indiana, and has taught mathematics at Mishawaka High School for 8 years. She has most recently taught Honors Geometry, Pre-Calculus, and AP Calculus AB, and her schedule next year will include AP Calculus BC. She also serves as the team leader of the School Improvement Team at Mishawaka High School. Suzanne was named the 2010-2011 School City of Mishawaka Teacher of the Year, and she was a top-three finalist for the 2012 Indiana Teacher of the Year.

Jonathan Osborne

Osborne is the Shiriam Family Professor of Science Education at Stanford University. His research focuses on both policy and pedagogy in the teaching and learning of science. In the policy domain, he explores students’ attitudes toward science and how school science can be made more worthwhile and engaging—particularly for those who will not continue with the study of science. In pedagogy, his focus is on making the case for the role of argumentation in science education, both to improve the use of a dialogic approach in teaching science and to increase student understanding of the nature of scientific inquiry. Osborne has conducted many major research projects in the United Kingdom and the United States. He recently served on the National Academies Committee developing the 2012 Framework for K-12 Science Education.

Hugh Ross

Ross is a physics teacher at Guerin Catholic High School in Noblesville, Indiana. He received his BS in Aerospace Engineering from Georgia Institute of Technology and his MS in Aeronautical and Astronautical Engineering from Purdue University. After being drawn to the field of education, he later earned his MS in Math and Science Education from Purdue University. In 2004, he received the “Outstanding Teacher of High School Physics” award from the Indiana chapter of the American Association of Physics Teachers. He leads Physics Modeling Workshops in the summer to help science teachers implement innovative, research-based modeling pedagogy in their classrooms.

Michael Shaughnessy

Shaughnessy serves as the president of the National Council of Teachers of Mathematics. He has taught mathematics content courses and directed professional development experiences for mathematics teachers at all levels, K-12 as well as community college and university. He has authored or co-authored more than 60 articles, books, and book chapters on issues in the teaching and learning of mathematics. From 1996 to 2008, Shaughnessy served as director of the doctoral program in mathematics education at Portland State University, Portland, Oregon. Throughout his career, his principal research interests in mathematics education have been the teaching and learning of statistics and probability and the teaching and learning of geometry.