klymkowsky and nobel laureate at dber related eventDBER is a weekly Seminar Series that emphasizes discipline-based STEM education research. It is a forum for faculty, staff, researchers, and students interested in education research and course transformation to share their ideas and get feedback on their work.

DBER is multi-disciplinary. These seminars bring together faculty and graduate students from roughly 45 different programs and departments across four schools/colleges. The average attendance is more than 20 people. In addition to being intellectually rich, these meetings also serve to create community among the many STEM education researchers on campus. All are welcome to attend.


For the Fall 2017 semester, DBER will be held on Wednesdays from 3-4 pm in Porter Bio B121.


For questions about DBER, to suggest a speaker, or to inquire about presenting yourself, please contact Becca Ciancanelli @ rebecca.ciancanelli@colorado.edu.


To receive notifications of DBER events and emails from the DBER community, you can:

Self-Subscribe online

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Request subscription via email by sending an email to: csl@colorado.edu


2017 Fall DBER Schedule:

Sep 6 Whole Group
Community conversation, small group work on setting norms and best practices  
Sep 13 Allie Lau, Melissa Dancy
Development of Faculty Online Learning Communities
Kind: We will be presenting on the Faculty Online Learning Community Project, which I would categorize as Relatively Complete. The project itself has a couple more years to go, but I will be presenting a full theoretical model and some of the data we have already collected.
Format: We would like a Presentation format, (Interruptions only for clarification questions; please let me speak for ~30 minutes; then I will be happy to answer questions.).
Goal: We welcome any constructive feedback from the group on our model, that data we have collected, and future directions (as we still have more time on the project).
Sep 20 Sarah Wise, Joel Corbo, Gina Quan
DAT (with sister project partners from CSU)
Kind of talk: Exploratory (project in early stages but already in progress, looking for input and constructive criticism, but not a finished project)
Format: Hybrid. We will have dedicated time for clarification questions during the talk. Substantive comments and questions should be saved until the end.
What we hope to get out of our talk: We hope for this to be the start of a broader conversation about institutional and cultural change. Given that we are still in the early stages of the project, we welcome your constructive feedback on the DAT model. For example, what do you think about providing explicit facilitation and norming for DAT participants? Do the connections between our goals, program design, and research activities feel logical?
Sep 27 Valerie Otero
Forgetting History and Other Reasons Change is Hard

Kind of Talk: Relatively complete, reporting on a collection of three published papers, feedback always welcome
Format: Fully interactive
What I hope to get out of it: Conversation about reforms so that we can situate our own work in the broader context of history

Since the 1880s, physics education reformers have been calling for increased engagement by students in the inductive method (called “inquiry” or a “scientific practice” in more recent times). This theme was repeatedly “rediscovered” in each era, as the intense and passionate debates of previous times were largely forgotten, overlooked, or misinterpreted. I will describe differences in how physics reform movements (such as the project method, the inductive method, and physics for everyday life) have been interpreted by science education reformers with different educational backgrounds and commitments. By highlighting debates originating from diverse objectives, I conjecture that these differences have served to impede educational change and continue to do so today. I will also discuss how certain perspectives held by well-meaning scholars may serve to exclude, rather than include, students from physics and other sciences.
Oct 4 CSL Symposium, 3pm - 7 pm, UMC Glenn Miller Ballroom.
To register for this event, please complete the registration form at: http://bit.ly/CSLRegistration2017
Oct 11 Community Meeting
Discuss spring plans, in terms of presentations and outside speakers.  
Oct 16

Dr. Saundra McGuire

This event is scheduled for Monday, Oct 16th, in UMC  425.

Guest speaker on ODECE  
Oct 25 Adam Young, Dr. Alice Healy
Cognitive Psychology, Raising Awareness of the Benefits of Self-Testing in Students
Many instructors are aware that their students often engage in suboptimal study behaviors, such as by passively re-reading their notes and textbook. These behaviors are associated with weaker memory and understanding than would be received through the use of practice testing. The mnemonic benefits of practice testing over restudying are well established and are referred to as the "testing effect". We have designed an online educational intervention that exposes students to the superior memory outcomes resulting from self-testing. The purpose of this intervention is to reduce the disconnect between study strategies that psychological research demonstrates to be most effective for long-term memory and those that students normally put to use. We are currently attempting to validate the effectiveness of this intervention in large samples of students across a variety of educational contexts. We hope that this presentation encourages you to offer this intervention experience to students who might benefit from the educational benefits of self-testing.
Oct 27 Pilar Ossario
Talk in ATLAS 100. 4:30-6:00 pm, with reception afterwards. Click here for bio.  
Nov 1 Mike Klymkowsky
Progressive Assessment Questions” (PAQs): monitoring students’ growing disciplinary sophistication as they progress through a curriculum. 
There have been many calls to improve science education, in terms of both inclusion and outcomes, most recently through advocacy of various pedagogical strategies.  Working with Melanie Cooper (Michigan State University), we have advocated a complementary approach, focussed on the development of more coherent content in chemistry (CLUE) and molecular biology (biofundamentals).  While demonstrably effective at the course level, there have been relatively few studies (or tools) to evaluate how such strategies help students to develop an increasingly sophisticated working understanding of disciplinary topics and skills as they progress through a curriculum. To this end we are developing what we term “progressive assessment questions” (PAQs), deliverable either on paper or through our beSocratic assessment system. PAQs are designed to be answerable at various levels of conceptual sophistication at various points within a degree program. I will describe some approaches to the development of PAQs relevant to molecular biology and other disciplines, with the goal of initiating a discussion as to what counts as a successful curriculum in terms of students’ evolving, and increasingly nuanced, understanding.
Nov 8 Ashley Rowland
The role of disciplinary interest and career goals in biology student success.

Kind: This is a brand new project and we have not begun collecting data.

Format: Please interrupt with questions and constructive suggestions, keeping in mind that I am most interested in your thoughts on participant selection and recruitment and methodology near the end of my talk.

Goal: I'm interested in your input on our general methodology and suggestions for participant recruitment

Nov 15 Megan Littrell-Baez, (PI Anne Gold)
Engaging Secondary Students in Science through Videography  
Nov 22 NO DBER - Thanksgiving Break
Nov 29 Julian Martins
How does Off Task Behavior Influence Learning  
Dec 6 Dan Cole, Jay Kroll
TIGER TAR projects - Impact of SASC's physics co-seminar on student beliefs about science; Effects of Gender and Sexuality on Ability Uncertainty and Social Belonging in General Chemistry  
Dec 13 Shaw Ketels
Efficient & effective assessment & evaluation.  


Archive of Past DBER Seminars