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line class. The option to watch the lecture on video was implemented
mid-semester in fall 2012 so that the performance of the same set of
students could be compared. A fully online lecture section was introduced
in spring 2013, but students were allowed to select the lecture
viewing option. The online lecture section was continued in the fall
2013 and spring 2014 semesters; however, students were no longer allowed
the choice of lecture viewing option. Higher than expect withdrawal
rates have been experienced in the online sections of the class.
These will be examined in the context of the historical performance of
the class and the differences in engagement in the class measured by
the rate at which students submit required assignments.
Session FD: Recruiting & Facilitating
Alternative Certification of
Teachers
Location: Nautilus Hall 4
Sponsor: Committee on Teacher Preparation
Co-Sponsor: Committee on Physics in High Schools
Date: Monday, January 5
Time: 7–8:30 p.m.
Presider: Kris Whelan
FD01: 7-7:30 p.m. Helping Scientists Become Teachers: This
Distance Education Program Delivers!
Invited – Robert N. Carson,* Montana State University, 249 Reid Hall,
Bozeman, MT 59717-2000; rcarson@montana.edu
The Northern Plains Transition to Teaching program (NPTT) evolved
from the nexus of two major challenges -- providing an exceptionally
rich preparation and licensure program to increasing numbers
of non-traditional learners, and creating a source of highly qualified
teachers for the small, isolated schools in the vast rural areas we serve.
Ensuring high quality and rigor for an audience of advanced learners
meant creating entirely new course and program structures, and developing
new strategies for the practica, supervision, and performance
assessments at a distance. NPTT now serves as a model for advancing
the quality and structure of teacher preparation for working professionals
who are already qualified in their subject matter. Find out
why this might be a surprisingly robust response to the shortage of
qualified math and science teachers, and why this program attracts an
international clientele.
*Sponsored by David Hembroff
FD02: 7:30-8 p.m. Alternative Teacher Certification: A Personal
Account
Invited – David W. Hembroff, Stillwater Christian School, 255 FFA Dr.,
Kalispell, MT 59901; dhembroff@scscougars.org
Adults who want to become teachers have often been required to quit
their jobs and go back to college in order to become qualified to teach
in the public school classroom. They often find themselves sitting in
classrooms with 20-somethings who forgot to do their homework.
The curriculum is at an undergraduate level, and traditional teacher
education has a significant task of helping young people grow up
enough to become responsible for the education of other people’s
children. This is a poor fit for mature adults who have already
acquired high levels of professionalism, personal responsibility,
academic achievement, and work-related experience. This presentation
explores the path of one high school teacher in his transition
from one profession into the world of teaching--the options available
and experiences in the certification program. The presentation will
also look at the challenges faced moving from industry into the high
school classroom.
FD03: 8-8:10 p.m. Physical Science PD: An In-Road for HS
Physics Certification*
Contributed – Steven J. Maier, NWOSU, 709 Oklahoma Blvd., Alva, OK
73717-2799; sjmaier@nwosu.edu
One way to increase the number of teachers certified to teach physics
statewide is to recruit from the pool of already certified in-service
teachers. NWOSU’s ToPPS program has offered Oklahoma teachers
professional development opportunities in physical science since
2011. As a result, a network of Oklahoma physics and physical science
teachers has grown, and some of these participants have become certified
to teach HS physics. The successes of the ToPPS program will be
shared along with challenges, outlook and goals for the future.
*The NWOSU ToPPS program is supported by the ESEA Title II state grant
program through the Oklahoma State Regents for Higher Education (OSRHE)
FE01:
Session FE: MOOCs as Outreach,
Moving Towards MOOO
Location: Nautilus Hall 5
Sponsor: Committee on Science Education for the Public
Co-Sponsor: Committee on Educational Technologies
Date: Monday, January 5
Time: 7–8 p.m.
Presider: Jan Mader
7-7:30 p.m. Superheros and Complexity: Two Examples
of MOOCs as Outreach
Invited – Michael Dennin, UC Irvine, 4129 Frederick Reines Hall, Irvine,
CA 92697-4575; mdennin@uci.edu
Developments in online technology for teaching have led to a wide
range of experiments. Among those that have received the most
press are Massive Online Open Courses (MOOCs). MOOCs attempt
to provide an educational experience to 10,000 or more people.
Two challenges for MOOCs are establishing any reasonable model
for course credit or making money. Having been involved in both
MOOCs and more simple OpenCourseWare courses (where there is
no attempt at course credit or money), there is strong evidence that
MOOCs are really best suited as outreach vehicles instead of classes.
In this presentation, I will discuss two past experiences with MOOCs
(one on superheroes and one on zombies), both of which are better
described a outreach, and a planned MOOO (Massive Online Open
Outreach) on complexity. I will discuss issues related to the effort to
create these vehicles and their expected impact.
FE02:
7:30-7:40 p.m. Educating Educators with edX: How Will
MOOCs Impact Teaching
Contributed – Daniel T. Seaton, Davidson College, Campus Box 7198,
Davidson, NC 28035; dseaton@gmail.com
Cody A. Coleman, MIT
Julie P. Goff, Davidson College
Patrick A. Sellers
Aaron M. Houck, Davidson College
Massive Open Online Courses (MOOCs) can be conceptualized as
public-facing education that provides opportunities to better share
and manage content for a variety of educators and institutions. However,
the impact on current teaching practices around the world is still
unclear, particularly since the majority of MOOC providers are still
focused solely on delivering content through a student-centric user
experience. Surveys addressing teacher enrollment in 10 spring MIT
MOOCs provide evidence that attention should perhaps also be given
to teachers, where nearly 1 in 10 (9%) respondents identify as being
a current teacher. Offering alternative user experiences for teachers
could potentially accelerate sharing or reuse of content and pedagogy.
Such possibilities will be discussed in terms of the Davidson Next
Monday afternoon
January 3–6, 2015
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