Upcoming Presentations and Workshops:

2015 Engaged Scholarship Consortium Conference

Date: Wednesday, September 30, 2015
Conference Title: 16th Annual Engaged Scholarship - Advancing Rigor, Elevating Impact
Location and Time: Penn Stater Conference Center, State College, PA, Room 104, 1:20-2:50 PM
Symposium Presenters: McLaughlin, J., Tapia, D., Spagnoli, A., Chiang, A., and Rundatz, T.

Penn State CHANCE: A World-Wide Collaboration

McLaughlin, J., Tapia, D., Spagnoli, A., Chiang, A., and Rundatz, T.
The Pennsylvania State University

We are drowning in information, while starving for wisdom. The world henceforth will be run by synthesizers, people able to put together the right information at the right time, think critically about it, and make important choices wisely. Edward O. Wilson

Today, humanity faces this reality – the environment is broken on local, state (province), national, and global scales most of which are a result of human impact on natural resources and ecosystems. CHANCE (Connecting Humans And Nature through Conservation Experiences) is an established environmental education, professional development and outreach program, whose overarching goal is to teach conservation science and global sustainability at the front line. To do this, CHANCE creates unique learning environments which immerse its participants, students and science teachers, in nature. Participants work directly or indirectly (online) in the field with scientists to EXPLORE species biodiversity, RESEARCH ecology, and CONSERVE the biological structure of select and threatened ecosystems around the world. The ultimate goal: To prepare global-minded citizens who can analyze, create, and implement solutions to the challenges of our time such as energy, air, food, water quality, and climate change.

CHANCE was founded in 2004 as a partnership with The Pennsylvania Department of Education (PDE), and today nearly fifty partners world-wide. CHANCE's current work in China and Costa Rica/Panama will be presented to exemplify how the use of innovative, interdisciplinary, informal teaching and learning strategies and worldwide partnerships can effectively enhance undergraduate research, international experiences, and engaged scholarship opportunities.

8th Annual Mentoring Conference

Date: Wednesday, October 21, 2015
Conference Title: New Perspective in Mentoring - A Quest for Leadership Excellence & Innovation
Location and Time: University of New Mexico, Mentoring Institute, Acoma B, 8:00-1:45 PM
Research Paper Presenters: Goedhart, C. M. and McLaughlin, J. S

An Educative Mentoring Framework to Transform the Undergraduate Biology Lab Experience

Christine M. Goedhart1 and Jacqueline S. McLaughlin2

1Citrus College, Glendora, CA,
2The Pennsylvania State University, Lehigh Valley, Center Valley, PA

While science education associations have recently called for more authentic (aka, inquiry-based) research experiences in all biology courses, these types of learning experiences remain rare at the undergraduate level. An effective way to increase these experiences is through novice instructors who are still early in the process of developing their teaching philosophy and practices. Educative mentoring is a developmental relationship in which novice instructors work with experienced veteran instructors to both solve immediate issues and to develop long-term and reform-based teaching practices. Already shown to be successful in promoting science education reform at the K-12 level, educative mentoring has great potential to increase the amount of authentic and inquiry-based research experiences in undergraduate STEM courses. We have developed an educative mentoring framework to support the implementation of a pedagogical framework for higher-order inquiry research experiences to engage undergraduate introductory biology students in scientific discovery. In this four-step mentoring framework, veteran instructors work with novice instructors to: 1) help novice instructors become familiar with the pedagogical framework and with evidence-based teaching practices, 2) identify ways that the pedagogical framework can be adapted for successful implementation at novices’ unique institutions, 3) help novices plan and prepare all necessary materials, assignments, and assessments, and 4) support the novice instructor and help him/her troubleshoot any issues that arise during the lab experience implementation. Throughout this process, mentors continuously encourage mentees to engage in thoughtful practice and reflection, ultimately shaping the long-term teaching philosophy and practices of the mentees and promoting overall reform-based science education.

This page was last modified on October 1st 2015 by BSS
Send questions or comments to jshea@psu.edu.