Spring 2017, Fall 2016, Spring 2016, Fall 2015, Spring 2015, Fall 2014, Spring 2014, Fall 2013, Spring 2013, Fall 2012, Spring 2012, Fall 2011, Summer 2011, Spring 2011, Fall 2010, Summer 2010, Spring 2010, Fall 2009

 

2017 Spring DBER Schedule:

Jan 18 Valerie Otero, Ian Her Many Horses, Laurie Langdon
(International Learning Assistant Alliance)
S2017
"Pre/Post Assessment Made Easy"
The Learning About STEM Student Outcomes (LASSO) System allows instructors to measure and analyze learning outcomes with the click of a button. The system administers the assessment (and associated consent forms) to students along with a short survey that will allow for disaggregation and analysis of the data. Instructors can download a spreadsheet with their courses results and they can also download analyzed results and graphs showing their learning gains and effect sizes. There are 11 assessments that have undergone application, evaluation, and validation in Astronomy, Biology, Chemistry, Math, and Physics. Participants will be introduced to the system and guided through the process of signing up their courses. We will also present some findings from studies done with increasing national data set.
Jan 25  
S2017
   
Feb 1 Jenny Knight (MCDB)
S2017
"Student reasoning and problem solving in genetics."
Can students transfer in-class group practices to individual assessment opportunities that require reasoning and logic? To find out, we have begun to study how students independently solve complex problems on genetics. We have conducted think-aloud interviews to capture the processes students use in problem solving, as well as performance data from online administration of the same problems. I will discuss both our strategy for measuring whether students improve at problem solving with practice, and for characterizing whether certain problem solving steps or strategies correlate with correct vs. incorrect answers. This work is preliminary, and I welcome your feedback throughout the presentation.
Feb 8 Bilge Birsoy (MCDB), Mike Klymkowsky (MCDB)
S2017

"Development of a Scientific and Experimental Literacy Assessment (SELA) Instrument"

Download PDF

We have designed a new upper-division discovery-based laboratory course to increase some aspects of scientific and experimental literacy by providing "authentic scientific experiences" to engage students and increase their understanding of the process of science, core concepts in Molecular and Developmental Biology, experimental design and controls and get them to value science and its contributions to society.

I will begin with summarizing our discussion from my previous DBER presentation, about what it means to be scientifically literate. I will then move on to describe our approach to increase and assess scientific literacy, focusing initially on my observations of students' failure to retrieve or apply their content knowledge, failure to correctly justify their answers and their struggle to see the forest for the trees.

.

Feb 15 Mark Werner (ASSETT), Sarah Wise (EBIO), Andy Martin (EBIO)
S2017
"Shine Like an OPLE and be COPUS-etic with ASSETT’s VIP Service"
We can no longer afford to measure teaching by reviewing results from the faculty course questionnaire and an occasional peer observation. Good teachers—like experts in any endeavor—need more frequent input and feedback on their performance, time to reflect on it, and plans for improving their teaching. Arts and Sciences Support for Education Through Technology (ASSETT) has launched the Visualization of Instructional Practices (VIP) service to provide teachers with a method of input and feedback on their teaching. This service lets teachers choose a descriptive protocol that fits their situation. Examples include the Classroom Observation Protocol for Undergraduate STEM (COPUS), or the Observation Protocol for Learning Environments (OPLE). Students are then dispatched to their classrooms and use that protocol to record what they observe happening in the class. After several observations are conducted, the data are visualized and shared with the teachers. Consultants are available to meet with teachers to give them ideas for interpreting the results. In this presentation, we will help participants become familiar with the process we use in our VIP service. We will start by guiding participants in collecting COPUS observation data from a video clip of a teacher, and then we will visualize the data. We will facilitate a discussion on questions related to variability in observational data, limitations to consider, and useful applications. We will discuss differences between methods of providing feedback on teaching. We will also share about the ASSETT VIP service and how you can use it to gain formative input on your teaching practice.
Feb 22 Rebecca Machen (Program Coordinator, SASC)
S2017
"An Intervention for a High-Risk Course"
Precalculus (MATH-1150) will become the first course in CU’s STEM-major sequence starting Fall 2017, as College Algebra and Trigonometry will no longer be taught after Spring 2017. Data from the last ten years of instruction show that Precalculus has a DFW rate of a 31%, which designates it as a high-risk course. Since Precalculus is becoming the gateway course for many STEM majors, with yearly enrollments exceeding 700 students, the Math Department faculty decided to be proactive and support its students by implementing a supplemental course, MATH-1151. The 1-credit course was created in collaboration with the Student Academic Success Center and is designed with metacognitive activities built upon the Banks' Five Dimensions of Multicultural Education. At this presentation, I will share the course’s goals, structure, teaching pedagogy, results, and implications for future courses on campus.
Mar 1 Stephanie Chasteen (Physics), Mark Connoly (Wisconsin Center for Education Research)
S2017

"Theory of Change:  Being explicit about our change processes in STEM education to build better interventions"

Download PDF

Theories of Change - Online PDF

 
In many of our educational innovations, we have some assumptions about how certain actions (say, an after-school program, or incorporation of learning assistants into a course) will result in the desired change or outcome (e.g., increased learning).  However, we often fail to explicitly articulate why our chosen strategies will achieve the change that we want.  This can be done through a “Theory of Change,” which lays bare the assumptions and guiding principles of an intervention.  In today’s working meeting we will discuss what a “Theory of Change” is, why it’s important for programs (and to the NSF!).   We will be joined virtually by Mark Connolly of the Wisconsin Center for Education Research, who will place the idea of Theory of Change in the broader context, and talk about some examples from analysis of recent NSF awards.  I will talk about how I have used Theory of Change to develop evaluation for a national teacher education program.  Then, we’ll give you some practicing in articulating your own Theory of Change.

See attached for a white paper on Theory of Change by Mark Connolly and (our own) Elaine Seymour.

Mar 8 Andrew Shtulman, (Cognitive Science and Psychology at Occidental College), and Erin Furtak (School of Education, C&I: Math & Science Education).
S2017
"The Conceptual and Epistemic Obstacles to Understanding Science."  
Three decades of research in cognitive development and science education has revealed that students enter the science classroom with rich, though generally inaccurate, theories of everyday phenomena that often interfere with learning. I will present research suggesting that these “intuitive” theories are never truly replaced by scientific theories but rather coexist with them, shaping the kinds of inferences we make, the kinds of explanations we endorse, and the kinds of information we accept as true. While adults with extensive science education are typically able to discriminate between scientific and non-scientific claims, they are slower to make those discriminations for claims that are inconsistent with their intuitive theories, and they justify the endorsement of scientific claims by appealing to intuition and authority rather than theory and evidence. Our understanding of science may thus be constrained by patterns of reasoning that emerge in childhood but persist long thereafter.
Mar 15 DBER Group at large
S2017
"Student assessment of teaching: Part 2"  
There is a process underway to revise the FCQ tool; the pilot will run again in the spring...do we want to play a role in what happens? Do we want a better tool? We have some data that can serve as a launch pad for a productive discussion about the why, how and what of an authentic FCQ tool.
Mar 22 Rachael Deagman (English)
 
"Shakespeare CoLab"  
We often associate learning labs with the sciences or with languages.  This talk will introduce CU’s Shakespeare CoLab:  a unique digital learning environment connected to Shakespeare for Non-majors (taken by your students!), our new Applied Shakespeare Certificate program, and the Colorado Shakespeare Festival.  
 
Now we’d like to explore how your unit might partner with us to create a campus-wide, thoroughly interdisciplinary project.  
Mar 29 Spring Break, No DBER
S2017
   
Apr 5 Jennifer Stempien (Geology)
S2017
"Creating a collaborative undergraduate geoscience research community"   

Research shows that undergraduate student participation in authentic research opportunities (ARO) enhances persistence in STEM fields by strengthening student perceptions of themselves as scientists. Longitudinal studies show that students who participated in an ARO, including members of underrepresented groups, were 14-17% more likely to persist in STEM fields on to graduate school compared with their colleagues who did not. However, these same studies pointed out that, despite the benefits of undergraduate research, the designs of many such research programs have shortcomings that can inhibit wider student participation or even reduce student persistence in the sciences.

 

A unique ARO design is currently being piloted within the Department of Geological Sciences that combines the benefits of the faculty-student mentoring and apprenticeship characteristics of an Undergraduate Research Experience with the peer mentoring and guided literature discussion of a Course Undergraduate Research Experience as a collaborative multi-semester undergraduate research community. Undergraduate students participating in the ARO will: 1) conduct independent but interrelated research projects under a large-scale question and  2) participate in a 1-credit research seminar that will place each student’s project into a broader scientific context by exploring the scientific literature and that will promote each student’s role as a peer mentor and collaborator in answering a larger research question.  Students are recruited who are at different stages of their career so that the younger students can benefit not only from faculty mentoring, but can also learn from their undergraduate ‘elders’.   We will discuss the currently model used in this effort and the preliminary results and student attitudes about the project.

Apr 12 Lisa Corwin (EBIO)
S2017
"Discussion of disciplinary differences in Course Based Undergraduate Research Experiences."

Course-based undergraduate research experiences (CUREs) are spreading and being scaled to accommodate more students across the nation. As they expand and gain recognition, more disciplines are seeking to adopt this innovation and make it their own. Thus far, much of the work to define CUREs and explore CURE design has been spearheaded by biologists and chemists who have applied CUREs to their disciplines. For example, a group that defined what they see as five essential CURE elements consisted primarily of researchers from chemistry and biology. Yet, the “essential elements” of research-based experiences that result in desired outcomes for undergraduates may vary by discipline, or even by sub-discipline, since the research goals of each discipline vary. 

I would like to engage the DBER community in a discussion of if and how the essential elements of research-based courses might vary by discipline. For example, during DBER I would like us to explore if a Physics CURE should seek to incorporate different elements than a Biology CURE. I hope that we can have a lively discussion of how research in our disciplines varies and what experiences and outcomes might result from involving students in course-based research in different disciplines. 

Apr 19  
S2017
   
Apr 26 Andrew Martin (EBIO)
S2017
"Quantifying learning gains for collaboration"
We used a combination of observation, network analysis, and two-stage exams to estimate gains in a difficult to assess learning goal: "productively collaborate towards common goals". There will be a brief description of the context, a little bit about the course (Intro to Quantitative Thinking EBIO 1010, also known as IQUIT), a mock two stage exam (with two questions), and a march through some results for the purpose of stimulating discussion about meaning and value. The work was funded by a CSL Chancellor's fellowship.
May 3 Cheryl Pinzone (Ecology & Evolutionary Biology and Continuing Education)
 
"Modes of Thinking: Getting Students to Think About Their Thinking in the Context of a Controversial Topic"  
The ability to apply scientific thinking is essential to navigate the world effectively and decipher between valid and invalid claims (such as the false link between vaccines and autism). Many topics are controversial, in part, due to strong beliefs based on visceral emotional reactions. When closely held viewpoints are challenged, rather than relying on scientific evidence, analytical thinking may be overridden in favor for more intuitive forms of thinking such as emotional, theistic, and pseudoscientific thinking.

In an effort to bring awareness to these thinking patterns and encourage engagement with scientific thinking, we developed a lesson to have students identify and evaluate their own thinking, and analytically compare their thinking with that of the general population about acceptance of evolution (in general, and specifically about humans).

We will discuss the lesson and explore other ways in which student scientific literacy and metacognitive ability can be strengthened in light of common pitfalls in thinking (including motivated reasoning). 

 

 

2016 Fall DBER Schedule:

Aug 29 Kickoff Meeting: Formats and community matters
F2016
   
Sep 8 Henry Suarez, (School of Education)
F2016
"Student Voice in Physics Whole-Group Discussions"  
Sep 15 Discussion facilitated by: Andy Martin, (EBIO)
F2016
"A conversation about faculty assessment: quantifying a multi-dimensional phenotype"  
Sep 21 Discussion facilitated by Mike Klymkowsky, (MCDB)
F2016
"Conversation about teaching a disciplinary course to students outside that discipline."  
Sep 29 Elaine Seymore, (Ethnography and Evaluation Research)
F2016
"Close up and personal follow-up from STEM Symposium—Talking About Leaving Revisited"
View a pdf of Elaine's presentation
 
Oct 6 Sarah Banchefsky, (Psychology and Neuroscience)
F2016
#iLookLikeAnEngineer: "Improving Student Outcomes by Reducing STEM Stereotypes"  
Oct 13 DBER as a working group
F2016
"Crafting a statement about student evaluation of teaching"  
Oct 20 Dea Greenhoot, (Psychology, University of Kansas)
F2016
"Team-Designed Improvement of Writing and Critical Thinking in Large Undergraduate Courses"  
Oct 27 Mike Klymkowsky, (MCDB)
F2016
"Defining Scientific Literacy: what does it mean exactly, and how to assess it"  
Nov 3 Jessica Alzen, (School of Education)
F2016
"The Effect of the Learning Assistant Program on Graduation Rates at CU"  
Nov 10 Lisa Corwin, (EBIO)
F2016
"Connecting Lab Course Design to Outcomes: Project Ownership and Intent to Persist in STEM"  
Nov 17 Chuck Hayward, (E&ER)
F2016
"Supporting Instructional Change in Mathematics: The Role of Online and In-person Communities"
View a previous paper on inquiry-based learning workshops in mathematics
 
Nov 24 No DBER: Thanksgiving!
F2016
   
Dec 1 Bilge Birsoy (MCDB) and Mike Klymkowsky (MCDB)
F2016
"Development of a Scientific and Experimental Literacy Assessment (SELA) Instrument"  
Dec 8 DBER celebration in Fiske Planetarium!
F2016
Food and beverages served.  
Dec 15 No DBER: End of Term
F2016
   

 

 

2016 Spring DBER Schedule:

   
 
   
Jan 26
Dimitri Dounas-Frazer, Physics
S2016
Designing a lab practical to assess physics students' ability to troubleshoot in an electronics course  
Feb 2

1. Sara Brownell, Arizona State, candidate for IPHY DBER assistant professor position

2. Emily Holt, Utah State, candidate for EBIO DBER assistant professor position

S2016
   
Feb 9

1. Melissa McCartney, AAAS

2. Michelle Smith, University of Maine

S2016

"Students Reading Real Science: Primary Literature in the Classroom"

"What Are Students Thinking? Identifying and Helping Students Overcome Conceptual Difficulties in Biology"

 
Feb 16 Lacy Cleveland, University of Northern Colorado
(Integrative Physiology candidate)
S2016
"Thou shalt not fear science"  
Feb23 Emily Moore, PhET
S2016
"Increasing the Accessibility of PhET Simulations for Students with Disabilities: Challenges, Progress, and Potential"  
Mar 1 JT Laverty, Michigan State University
S2016
"Initiating and Assessing Transformation in Science Disciplines"  
Mar 8 Faan Tone Liu, Math
David Webb, School of Education
S2016
"Active learning and hands-on activities in undergraduate calculus"  
Mar 15 Kate Semsar, MCD Biology
Jenny Knight, MCD Biology
S2016
"A survey about the practices and impacts of concept assessments in biology"  
Mar 29 Sarah Grover, PSYCH
S2016
"Women's Interpersonal Perceptions in Physics"  
Apr 5 Jennifer Avena, MCD Biology
S2016
"How are we measuring what students learn?  An examination of concept assessments and faculty assessments in genetics."  
Apr 12 Laura Border, GTP and CIRTL

Anna Curtis, Graduate Student, Chemistry
Vicky Li, Graduate Student, Applied Math
Wessam Beitelmal, PhD, Civil Engineering

S2016
"Provides an up-date on the GTP’s Research on Academic Retention (ROAR) project which is funded on a grant through the CIRTL Network."  
Apr 19 Elena Diaz-Billelo, School of Education
S2016
"Building 'Comprehensive' or 'Balanced' Assessment Systems in K-12 and Implications for the Higher Education Context."  
Apr 26 Sam Severence, Institute of Cognitive Science (chancellor's award)
Enrique Lopez, School of Education
S2016
   
   
 
   
   
 
   

2015 Fall DBER Schedule:

Sep 1
Laura Border
F2015
"TIGER Research on Academic Retention"  
Sep 8
No DBER today
F2015
   
Sep 15
No DBER today
F2015
   
Sep 22 Michelle Smith, University of Maine 
F2015
"Strategies to Promote Instructional Transformations in STEM Education"  
Sep 29 Maria Fysaraki, visiting scholar from LMU, Germany 
F2015
"Conceptualizing and Supporting Awareness of Argumentative Collaboration"  
Oct 6 Ian Her Many Horses
F2015
"FROM LIVED EXPERIENCES TO GAME CREATION: HOW SCAFFOLDING SUPPORTS ELEMENTARY SCHOOL STUDENTS LEARNING COMPUTER SCIENCE PRINCIPLES IN AN AFTER SCHOOL SETTING"  
Oct 13 Dimitri Dounas-Frazer
F2015
"Model-Based Reasoning in Upper-Division Lab Courses"  
Oct 20 Kate Goodman
F2015
"Aesthetics and Expanding Perception in Fluid Physics"  
Oct 27 Andrew Martin and Enrique Lopez
F2015

"Effect of curriculum on student interaction and collaboration"

"Using an Asset-Based Approach to Examine Why Students Succeed in Science"

 
Nov 3 Shaw Ketels
F2015
"Testing two pedagogical prescriptions in the use of clickers"  
Nov 10 Susan Miller
F2015
"Creation of a Video-Based Survey Protocol to measure Computational Abstractization"  
Nov 17 Erin Furtak
F2015
"Learning Progressions, Professional Development, and Student Achievement in High School Biology: Results of the Elevate Study"  
Nov 24 NO DBER - Thanksgiving Break
F2015
   
Dec 1 Becca Ciancanelli
F2015
   
Dec 8 Mike Klymkowsky
F2015
"Exploring student thinking about the ubiquity and roles of molecular level stochastic processes through beSocratic-based diagnostics."  
Dec 15 NO DBER - End of Semester
F2015

 

 

 

 

2015 Spring DBER Schedule:

Jan 21
Michael Skirpan
S2015
  View Michael's Presentation Online
 Jan 28
Mike Ross and Emily Haynes
S2015
   
Feb 4
Alice Healey, (Psychology/Neuroscience)
S2015
  Related PowerPoint Slides from Alice Healey
Feb 11
No DBER meeting this week
S2015
   
Feb 18
Kate Goodman and Jiffer Harriman, (ATLAS)
S2015
   
Feb 25
Valerie Otero (School of Ed)
S2015
   
Mar 4
Dave Underwood
S2015
   
Mar 11
Cory Pavicich (ATC), and Sarah Miller (Engineering)
S2015
   
Mar 18
Melanie Cooper (Chemistry, MSU)
S2015
   
Apr 1
Enrique "Henry" Suarez and Ryan Glover
S2015
   
Apr 8
Vicki Hand (Education)
S2015
   
Apr 15
Mike Klymkowsky (MCDB)
S2015
   
Apr 22
Stephanie Chasteen (SEI)
S2015
   
Apr 29
Sarah Wise (EBIO) and Jenny Knight (MCDB)
S2015

 

 

 

 

2014 Fall DBER Schedule:

Aug 27
Organizational Meeting
F2014
   
Sep 3
Mike Klymkowsky (MCDB)
F2014
   
Sep 10
Mike Grant
F2014
   
Sep 17 Laura Border (TIGER-CIRTL)
F2014
   
Sep 24 Margaret Asrivatham (Chemistry)
F2014
   
Oct 1 Valerie Otero (School of Education), Laurie Langdon (Chemistry), Ben VanDusen (School of Education)
F2014
   
Oct 8

1. Janet Tsai (Engineering)

2. Ed Johnsen (CSL)

F2014
   
Oct 15 Stephanie Chasteen (SEI)
F2014
   
Oct 22 Patrick Shipman (Math; CSU Fort Collins)
F2014
   
Oct 29 Mike Eisenberg (Computer Science)
F2014
   
Nov 5

1. Andrew Martin

2. Sarah Wise

F2014
   
Nov 12 Victoria Hand
F2014
   
Nov 19 Joel Corbo & Daniel Reinholz (CSL)
F2014
   
Nov 26 No DBER (Thanksiving Break)
F2014
   
Dec 3 Charles Henderson (Physics, Western Michigan University)
F2014
   
Dec 10

1. Rebecca Ciancanelli

2. Anne Gold

F2014

 

 

 

 

2014 Spring DBER Schedule:

Jan 21
Bethany Wilcox (Physics)
S2014
   
 Jan 28
Bill Penuel (School of Education)
S2014
   
Feb 4
Valerie Otero (School of Education)
S2014
   
Feb 11
Mike Klymkowsky (MCDB), Jeremy Rentsch (MCDB), and Melanie Cooper (MSU)
S2014
   
Feb 18
Angela Baber (Colorado Legacy Foundation)
S2014
   
Feb 25
Matthew Hora (Wisconsin Center for Education Research)
S2014
   
Mar 4
Andrea Stith (Biofrontiers Institute)
S2014
   
Mar 11
Karen Paulson (National Center for Heigher Education Management Systems)
S2014
   
Mar 18

1. Stephanie Chasteen (PhET and Physics)

2. Jenny Knight & Sarah Wise (MCDB)

S2014
   
Apr 1
Kate Goodman (ATLAS)
S2014
   
Apr 8
Ben Van Dusen (School of Education)
S2014
   
Apr 15
Derek Briggs (School of Education)
S2014
   
Apr 22
Jim Fairweather (MSU)
S2014
   
Apr 29
Mark Werner (OIT), Caroline Sinkinson (LIB), and Diane Sieber (Engineering)
S2014

 

 

 

2013 Fall DBER Schedule:

Aug 27
No DBER
F2013
   
Sep 3
Julia Chamberlain (PhET) & Ingrid Ulbrich (Chemistry)
F2013
   
Sep 10
Katie Hinko (PISEC) & Susanna Kohler (APS)
F2013
   
Sep 17 No DBER
F2013
   
Sep 24 Harrie Eijkelhof (University of Utrecht)
F2013
   
Oct 1 Mike Klymkowsky (MCDB)
F2013
   
Oct 8 Marco Molinaro (UC Davis)
F2013
   
Oct 15 Gabriela Weaver (Purdue)
F2013
   
Oct 22 Bill Penuel (Education)
F2013
   
Oct 29 Valerie Otero & Laurie Landgon (LA Program)
F2013
   
Nov 5

1. William Kuskin (English)

2. Mike Dubson (Physics)

F2013
   
Nov 12

1. Kathy Perkins (SEI)

2. Viktoriya Oliynyk & Courtney Fell (OIT)

F2013
   
Nov 19 Berenice Michels (Netherlands National Institute for Curriculum Development)
F2013
   
Nov 26 No DBER (Thanksiving Break)
F2013
   
Dec 3 Anne Gold (CIRES) & Sara Harris (UBC SEI)
F2013
   
Dec 10 Brad McLain (XSci)
F2013

 

 

 

2013 Spring DBER Schedule:

Jan 22
Laurie Langdon (Education)
S2013
   
 Jan 29
Nathan Canney (Civil, Environmental, and Architectural Engineering)
S2013
   
Feb 5
Jane Stout (Psychology & Neuroscience)
S2013
   
Feb 12
Joseph Polman (Education)
S2013
   
Feb 19
Laura Border (GTP & CIRTL)
S2013
   
Feb 26
Ed Johnsen (Physics)
S2013
   
Mar 5
John Basey (Ecology & Evolutionary Biology)
S2013
   
Mar 12
Ian Renga (Education)
S2013
   
Mar 19
Jenny Knight (MCD Biology)
S2013
   
Apr 2
Mike Schatz (Georgia Tech)
S2013
   
Apr 9
Angel Hoekstra (Sociology & Astronomy)
S2013
   
Apr 16
Enrique Lopez (Education)
S2013
   
Apr 23
Bill Panuel (Education)
S2013
   
Apr 30
Brian Couch (MCD Biology)
S2013

 

 

 

 

 

2012 Fall DBER Schedule:

Aug 21
Dick McCray (Astrophysical & Planetary Sciences)
F2012
   
Aug 28
Noah Podolefsky (Physics)
F2012
   
Sep 4
Noah Finkelstein (Physics)
F2012
   
Sep 11 Mike Klymkowsky & Erin Furtak (MCD Biology, Education, and CUTeach)
F2012
   
Sep 18 Julie Andrew & Laurie Langdon (Education, CUTeach & LA Program)
F2012
   
Sep 25 Andrea Stith (BioFrontiers)
F2012
   
Oct 2 Lauren Cooper (Mechanical Engineering)
F2012
   
Oct 9 Beth Stade, Andrew Martin, Anne-Marie Hoskinson, & Sarah Wise (Mathematics & Ecology, Evolutionary Biology)
F2012
   
Oct 16 Brian Couch (MCD Biology)
F2012
   
Oct 23 Gili Ad-Marbach, et al. (University of Maryland)
F2012
   
Oct 30 Valerie Otero (Education)
F2012
   
Nov 6 Jane Stout (Psychology)
F2012
   
Nov 13 Angel Hoekstra, Doug Duncan, Bethany Wilcox, & Emilia Sperandeo (Sociology, Astrophysical and Planetary Sciences, & Physics)
F2012
   
Nov 27 Bill Panuel, Carrie Bemis, Hannah Jones (Education)
F2012
   
Dec 4 Janet Tsai (Mechanical Engineering)
F2012
   
Dec 11 Noah Finkelstein (Physics)
F2012

 

 

 

 

2012 Spring DBER Schedule:

Jan 10
Anne Bekoff (Integrative Physiology)
S2012
   
 Jan 17
Kim Trenbath (Atmospheric & Oceanic Sciences)
S2012
   
Jan 24
Daria Kotys-Schwartz (Mechanical Engineering)
S2012
   
Jan 31
Mike Klymkowsky & Group (MCD Biology)
S2012
   
Feb 7
Jerry Rudy (Psychology)
S2012
   
Feb 14
Fran Bagenal (Astrophysical & Planetary Sciences)
S2012
   
Feb 21
Valerie Williams (GLOBE Program)
S2012
   
Feb 28
Luana Prevost (MSU)
S2012
   
Mar 1
Schoolyards Research Panel
S2012
  Special day, Environmental Design Room 134
Mar 6
Jamie Engel (Students for Education Reform)
S2012
   
Mar 13
Tiffany Ito (Psychology and Neuroscience)
S2012
   
Mar 20
Anne-Marie Hoskinson (Ecology, Evolutionary Biology)
S2012
   
Apr 3
Virginia Ferguson, et al. (Mechanical Engineering)
S2012
   
Apr 10
Daria Kotys-Schwartz (Mechanical Engineering)
S2012

 

 
Apr 17
Victoria Hand (Education)
S2012

 

 
Apr 24
Stephanie Chasteen and Barry Kluger-Bell (Physics, iSTEM, and BASEC)
S2012

 

 

 

 

2011 Fall DBER Schedule:

Aug 23
Corrie Colvin (College of Architecture and Planning)
F2011
   
Aug 30
Andrew Martin (Environmental Biology)
F2011
Video of meeting  
Sep 6
Melinda Piket-May (Electrical, Computer, and Energy Engineering)
F2011
Video of meeting  
Sep 13 Mary Ann Shea & Stephanie Mollborn (Faculty Teaching Excellence)
F2011
   
Sep 20 Lindsay Anderson (Psychology)
F2011
Video of meeting  
Sep 27 Laurie Langdon (Education)
F2011
Video of meeting  
Oct 4 Melinda Piket-May (Electrical, Computer, and Energy Engineering)
F2011
Video of meeting  
Oct 11 Benjamin Zwickl (Physics)
F2011
Video of meeting  
Oct 18 Jerry Rudy (Psychology)
F2011
   
Oct 25 Doug Duncan, Bethany Wilcox, and Angela Hoekstra (Astrophysical & Planetary Sciences, Physics, and Graduate Teacher Program)
F2011
   
Nov 1 Scott Franklin (Rochester Institute of Technology)
F2011
   
Nov 8 Seyitriza Tigrek (Electrical, Computer & Energy Engineering)
F2011
   
Nov 15 Sarah Wise and Jenny Knight (Molecular Cellular & Develop. Biology)
F2011
   
Nov 29 Virginia Ferguson (Mechanical Engineering)
F2011
   
Dec 6 Ed Johnsen (Education)
F2011
   
Dec 13 Benjamin Van Dusen (Education)
F2011

 

 

 

 

2011 Summer DBER Schedule:

Jun 14
Group Discussion: What is Learning?
M2011
   
Jun 28 Okhee Lee (Education)
M2011
Video of meeting  
Jul 26 Kim Trenbath (Atmospheric and Oceanic Sciences)
M2011
Video of meeting  
Aug 9 Roger Larsen
M2011
   
 

 

 

2011 Spring DBER Schedule:

Jan 4
 Ed Johnsen (Education)
S2011
Video of meeting  
 Jan 11
Lorrie Shepard (Education)
S2011
Video of meeting  
Jan 18
Jenny Knight (Molecular, Cellular & Developmental Biology)
S2011
Video of meeting  
Jan 25
Clicker Panel: Seth Hornstein- Moderator; Stephanie Chasteen, Jenny Knight, Steve Pollock, Andrea Bair - Panelists
S2011
Video of meeting  
Feb 1
Bill Wood (Molecular, Cellular & Developmental Biology)
S2011
Video of meeting  
Feb 8
Kevin Welner (Education)
S2011
   
Feb 15 Clemson GROUP (Astrophysics)
S2011
   
Feb 22 John Basey (Environmental Biology)
S2011
   
Mar 1 Mike Klymkowsky (Molecular, Cellular & Developmental Biology)
S2011
Video of meeting  
Mar 15 Angel Hoekstra and Bethany Wilcox (Sociology and Physics)
S2011
Video of meeting  
Mar 29
Garret Nicodemus (Chemical Engineering)
S2011
Video of meeting  
Apr 5
Marina LaGrave (CLACE)
S2011
Video of meeting  
Apr 12
Laura Border (Graduate Teacher Program)
S2011
   
Apr 19
Andrea Bair (Geological Sciences)
S2011

Video of meeting

 
Apr 26 Noyce Fellows Report
S2011
Video of meeting  
May 3 Kelly Lancaster (Physics)
S2011
   
May 10 Sandra Laursen (CIRES Education Outreach)
S2011
   
May 17
Eric Stade et. al. (Mathematics)
S2011
Video of meeting  
May 31
Ed Johnsen (Education)
S2011
Video of meeting  

 

 

2010 Fall DBER Schedule:

Aug 31 Laurie Langdon (Chemistry & Biochemistry)
F2010
   
Sep 7 Jeanne Narum (The PKAL Learning Spaces Collaboratory)
F2010
   
Sep 14
Louisa Harris and Ryan Grover (Mathematics)
F2010
   
Sep 21 Discussion of "A Measure of Education Is Put to the Test"
F2010
pdf for discussion  
Sep 28 Andrea Bair (Geological Sciences)
F2010
   
Oct 5 No DBER this week!
F2010
   
Oct 12 Stamatis Vokos, David Meltzer, Monica Plish, and Valerie Otero (Seattle Pacific University, Arizona State Polytechnic, American Physical Society, and CU School of Education)
F2010
Video of meeting  
Oct 19 Mike Klymkowsky (Molecular, Cellular and Developmental Biology)
F2010
   
Oct 26 Andrea Bair (Geological Sciences)
F2010
Video of meeting  
Nov 2 Susan Chipman (Psychology)
F2010
   
Nov 9 Clayton Lewis (Computer Science)
F2010
Video of meeting  
Nov 16 P. J. Bennett/Laura Border (Education)
F2010
Video of meeting  
Nov 23 FALL BREAK- No DBER this week!
F2010
   
Nov 30 Stephanie Chasteen (Physics and Physics Education)
F2010
Video of meeting  
Dec 7 Jia Shi (Molecular, Cellular and Developmental Biology)
F2010
   
Dec 14 Rachel Pepper (Physics)
F2010

Video of meeting

 

 

 

2010 Summer DBER Schedule:

Jun 1 Caleb Trujillo (MCDB)
M2010
   
Jun 8 Ed Johnsen (iSTEM)
M2010
   
Jul 13
Discussion about national standards
M2010
   
Jul 20 Discussion about framework for scientific education
M2010
   
Jul 27 Melissa Dancy (Physics - J.C. Smith University, NC)
M2010
   
Aug 3 Discussion about framework for scientific education
M2010
   
Aug 10 Jennifer Jirous (Colorado Community College System)
M2010
   
Aug 19 Bruce Alberts (Editor in Chief of Science)
M2010
   

 

 

2010 Spring DBER Schedule:

Jan 12
Margot Neufeld (Foundation)
S2010
   
 Jan 19
Mary Nelson (Applied Math)
S2010
   
Jan 26 Clayton Lewis (Computer Science)
S2010
Video of meeting  
Feb 2
Brian Nelson (Arizona State University)
S2010
   
Feb 9
David Prichard (MIT)
S2010
   
Feb 16
Mike Klymkowsky (MCDB), and Erin Furtak (School of Education)
S2010
   
Feb 23 Kevin Kisich
S2010
   
Mar 2
Andrea Bair (Geology)
S2010
Video of meeting  
Mar 9 Tom Cech/Laurie Langdon (Chemistry)
S2010
   
Mar 16 Valerie Otero & Kara Grey (School of Education)
S2010
   
Mar 30 Jenny Knight (MCDB)
S2010
Video of meeting  
Apr 06
Ben Spike (Physics)
S2010
Video of meeting  
Apr 13
Lauren Kost (Physics)
S2010
   
Apr 23
Mike Starbird, Distinguished Professor of Mathematics (UT Austin)
S2010

 

 
Apr 27
Kim Trenbath (Atmospheric Science)
S2010
   
May 4
Discussion about Learning Assistant Program
S2010
   
May 11 Jia Shi (MCDB/SEI)
S2010

Video of meeting

 

 

 

 

2009 Fall DBER Schedule:

Sep 2
Alexander Reppenning (Computer Science)
F2009
   
Sep 9
Leilani Arthurs (Geological Sciences)
F2009
   
Sep 16
Clayton Lewis (Computer Science)
F2009
   
Sep 23 Eric Frew (Aerospace Engineering)
F2009
   
Sep 30 Steven Pollock (Physics)
F2009
   
Oct 7 Laurie Landgon (Chemistry)
F2009
   
Oct 14 Valerie Otero (School of Education)
F2009
   
Nov 4 Margaret Asirvatham (Chemistry and BioChemistry)
F2009
   
Nov 11 Michael Main & David Cheeseman (Computer Science)
F2009
   
Nov 18 Erin Furtak (School of Education)
F2009
   
Dec 2 Lucy Sanders (National Center for Women and IT)
F2009