Opportunities for Teachers

Arduino is an electronics platform (mini-computer). “Arduino boards are able to read inputs -

light on a sensor, a finger on a button, or a Twitter message - and turn it into an output -

activating a motor, turning on an LED, publishing something online.” They’ve been used for

engineering and robotics projects, science experiments, artwork, and more!

Hear about Arduino and want to learn more?

Want to use them in your classroom, but you’re not sure where to start?

Please join us for a FREE hands-on workshop at Smith College. This workshop is targeted to

middle- and high-school science and technology teachers who are interested in learning about the

Arduino platform. We will begin with an introduction to Arduino and circuits and conclude with

some time to play with an Arduino and test out introductory lab activities. If you are familiar

with Arduino already, more advanced labs will be available. Space is limited, so please RSVP.

More info/RSVP:

Kristen Dorsey

(413) 585-4058

KDorsey@smith.edu

The Laboratory Safety Institute will be offering 24-hour lab safety short courses at Cornell University in Ithaca, NY, on July 24-27, 2017 and at LSI in Natick, MA on August 7-10, 2017 

This course provides an in-depth look at the fundamentals of lab safety and effective lab safety programs. You will learn to identify and manage common laboratory hazards; many of which you may never have considered. Using a "real world" approach to safety issues in the laboratory, our seasoned instructors will illustrate how to reduce the likelihood of injury, illness, accidents and lawsuits while providing you with simple, inexpensive (even free) things that you can do to have an even better safety program. Registrants are encouraged to bring their problem descriptions, accident accounts and safety program materials for review and discussion.

Topics will include:

• Accidents & Activities

• Biological & Animal Hazards

• Chemical Handling & Storage

• Compressed Gases

• Disposal of Chemicals

• Electrical Safety

• Eye & Face Protection

• Fire Control

• Handling Glassware

• Hazardous Waste Disposal

• Labeling

• Legal Aspects of Safety

• Needs Assessment

• OSHA Bloodborne Pathogens Std

• OSHA Lab Standard

• Planning for Emergencies

• Radiation

• Recordkeeping

• Safety Program Planning

• Scope of the Problem

• Student/ Employee Involvement

• Ventilation 

Registrants will receive 2.1 Continuing Education Units (CEU's).

The course duration is 24 hours spread over 4 days. Priced at $1095. Register at labsafetyinstitute.org.

Fitchburg State University-Summer Class

Course number ITEC 7002  
Updated Technology Engineering Standards

When Summer Session II – 2017
July 10,11,12, 13, 17,18,19, 20
Time 1:00 to 5:45

Please visit  http://www.masstec.org/ for complete details.

The Department and Education Development Center, Inc. (EDC) seek educator teams from 10 districts to participate in the second year of a National Science Foundation-funded computer science and science, technology/engineering and mathematics (STEM) integration and collaboration (CS-STEM) grant program. The purpose of the program is to integrate computer science with science and mathematics education in grades 1-6. The program aims to create new models for teaching and learning through innovative curriculum and class materials. Please see the attached solicitation memo and application for more information. Applications are due June 30.

Project Accelerate is a National Science Foundation funded high school university partnership program bringing a no cost blended online AP Physics 1 course to schools that do not offer AP Physics. Schools throughout the New England states are eligible to participate in this partnership program. 

During the pilot year of Project Accelerate, although the sample size was too small to provide statistical significance, the raw data show Project Accelerate students outperforming their peer groups enrolled in traditional AP Physics 1 classrooms. 

Project Accelerate combines the supportive infrastructures from the students’ traditional school with a highly interactive private edX online course. The primary instructional tool is the private online program containing instructional scaffolding specific to the target population, multiple assessment tools, simulations, and a suite of virtual explorations emphasizing science process practices. We embrace a minds-on philosophy throughout the online course and virtual laboratories are woven throughout the course. Although not required for participation, the project team will support and work cooperatively with those schools wishing to complement the online instruction with hands-on laboratories conducted at the partner high school site.

 

If you would like to learn more about this opportunity, kindly contact Mark D. Greenman.

 

Mark D. Greenman

Director Project Accelerate

Boston University

Physics Department

Office: 617-358-6729

Office: greenman@bu.edu

June 28-29, 2017

This interactive two-day workshop offers teachers of English Learners time to delve into combining English

Language Development Standards and Science Practices. In collaborative groups of educators, we will develop a common understanding of academic language in a science and engineering environment. After developing a common understanding of language expectations, we will explore strategies and supports that foster a language rich environment. Through hands-on experimentation and analysis of language embedded within the content and practices, participants will have a deeper understanding of how to engage language learners of a variety of proficiency levels. The workshop will conclude with participants applying the process to one of their lessons.  For more information please see attached flyer.

Want some great teacher lead PD that focuses around solving your own problems of practice? Have 8 Saturdays this coming academic year to spend problem solving and collaborating with like-minded colleagues? Don't mind stipend money?

Read about the fellowship below!

The mission of the program is to build democratic teaching expertise in Boston teachers, empowering them to engage low-income, minority youth in STEM subjects. Through democratic learning experiences, students construct identities of themselves as capable citizens who use critical science agency to transform their own lives and bring about positive change in their communities.

Fellows who are selected for the program participate in a community of practice with like-minded STEM educators. Twice over the course of the year, Fellows publish a 3-5 minute digital story demonstrating a new democratic teaching practice. In January and May, Fellows and a group of their students participate in the annual Sci-Ed Innovators Expo & Symposium. Fellow who complete the program will receive a $2000 stipend.

If you’d like to learn more about the Fellowship, you can read the fellowship information page, or ask me about my experience. The application for the Fellowship can be accessed online, and application will be accepted on a rolling basis, with a final deadline on August 4th.

If you have any questions about hte program please feel free to reach out to Kate Darling (kdarling@sciedinnovators.org)

Description:

This Modeling Workshop is open to physics and physical science teachers worldwide who have had a minimum of 2 weeks Modeling Workshop in physics.

PEER LEADER: Darren Broder

Physics Electricity and Magnetism Workshop

Prerequisite: a mechanics Modeling Workshop of minimum 2 weeks duration or instructor permission.

GOALS: Each Modeling Workshop is an intensive 2- or 3-week course with these goals:

1. Educate teachers in use of a model-centered, guided-inquiry, interactive engagement method of teaching.

2. Help participants integrate computer courseware effectively into the curriculum.

3. Help teachers make better use of national resources for science education.

4. Establish electronic network support and a learning community among participants.

5. Strengthen local institutional support for participants as school leaders in disseminating standards-based reform in science education.

The E&M workshop borrows extensively from work of Bruce Sherwood and Ruth Chabay. There are 3 units in electricity: Charge and Field, Potential, and Circuits. The circuit unit is unique at high school level, as it leads students through surface charge as the mechanism for setting up different strength fields in conductors of circuits. The magnetism unit begins by investigating the field of a current-bearing wire, then fields of permanent magnets, then force on a particle in a field, then force on a current-bearing wire in a field, and then electromagnetic induction and Faraday's Law. 

Click here to learn more about Modeling Instruction and the American Modeling Teachers Association (AMTA) or visit http://modelinginstruction.org/professional-development/  to find information on Modeling Workshops nationwide and strategies to seek funding (if needed) to participate.

Start Date:       07/31/2017

End Date:        08/11/2017

Registration: https://www.merrimack.edu/modelingworkshop

This workshop is open to all high school chemistry teachers worldwide.

PEER LEADERS: David Farabee and Stephen Colbert

For housing suggestions and other local questions, contact the local organizers: Teresa Marx: msmarx@gmail.com  & Ariel Serkin ariel.serkin@gmail.com 
        
Goals
The Modeling Workshop in 1st semester chemistry is an intensive 2 or 3-week course with these goals:
1. educate teachers in use of a model-centered, guided inquiry method of teaching, and improve content understanding at the same time,
2. help participants integrate computers effectively into the science curriculum,
3. help teachers make better use of national resources for science education,
4. establish electronic network support and a learning community among participants, 

Objectives
The main objective of the 1st summer Modeling Workshop is to acquaint teachers with all aspects of the modeling method of instruction and develop some skill in implementing it. To that end, teachers are provided with a fairly complete set of written curriculum materials to support instruction organized into coherent modeling cycles (as described in Wells et al., 1995). The physical materials and experiments are simple and quite standard, already available in any reasonably equipped classroom. 

To develop familiarity with the materials necessary to fully implement them in the classroom, we find that teachers must work through the activities, discussions and worksheets, alternating between student and teacher modes. Each unit in the course manual includes an extensive Teacher Notes section. Throughout the course, teachers are asked to reflect on their practice and how they might apply the techniques they have learned in the course to their own classes.

Modeling Instruction is aligned with the eight science practices outlined in the National Research Council Framework for K-12 Science Education (2011).

Modeling Instruction is a complex transformative pedagogy. Experience has shown that most teachers require at least three weeks (or 80 to 90 contact hours) of intensive workshop to begin to implement it. A second Modeling Workshop in the following summer is highly recommended to deepen and broaden one's understanding.

Chemistry Workshop Emphases
The Modeling approach to chemistry is based on the particulate nature of matter.  We ask three fundamental questions about matter:
   1. How do we view matter?
   2. How does it behave?
   3.What is the role of energy in the changes we observe?

First we will introduce the Modeling approach to high school science instruction.  This methodology makes student thinking visible through white board presentations, Socratic questioning and peer review.  The second goal is to practice and enhance the current chemistry modeling curriculum.  Emphasis will be placed on the first nine units: the simple particle through relating how much to how many particles (i.e. stoichiometry).

Click here to learn more about the Modeling Instruction Program and the American Modeling Teachers Association (AMTA) or visit http://modelinginstruction.org/professional-development/ to find information on Modeling Workshops nationwide and strategies to seek funding (if needed) to participate.

Registration: http://tinyurl.com/ModChemMA2017

Dates: July 10-21, 2017

Here is a flyer for your use.

Theme: Materials Chemistry

Featured Daytime Speaker: Dr. Robert Langer, David Koch Institute Professor, Massachusetts Institute of Technology "Biomaterials and Biotechnology"

Program: Presentations and Workshops

Mary Madden, Quinebaug Community College, "Really Neat New Compounds"
Dr. Mark Turnbull, Clark University, "Materials Properties Demonstrations for All Ages"

Sharon Geyer, Woodstock Academy, "Stoichiometry Application: ID of An Unknown Metal Carbonate" Esther Hines, Billerica High School, "Solid State Chemistry in High School"

Dr. Hanan Mogawer, The Prout School, "TINKERing and STEAMing with Materials Science and Engineering" Chris Koutros, Oliver Ames High School, "Materials Chemistry: Quick and Easy Labs and Demos"

Patricia Rinaldi and Jim Lucey, Wilton High School, "White boarding, Stoichiometry and the "Clue Game" Dr. Maqsood Mughal, Fitchburg State University, “Thin Film Semiconductors and Solar Cells”

Featured Dinner Speaker: Dr. Peter Trefonas, Corporate Fellow, Dow Chemical Company "Enabling the Information Age with Chemistry"

Costs:

Day Program: $50 Includes breaks and all workshop materials

Dinner and Speaker: $25 Includes buffet dinner with cash bar and after dinner speaker

See program details and register at www.neact.org before June 30th.