We are postponing the Mini-Conference scheduled on February 9th due to inclement weather. Please watch for a rescheduled date.
We do ask that all poster presenters register individually as attendees as well. This is to ensure adequate refreshments, seats, and materials. You may send your poster to: firstname.lastname@example.org for printing (please use your project's account #; contact CREATE if this is not possible). Please register by Monday, February 5. A fabulous lunch buffet will be served, with plenty of vegetarian and gluten-free options! Questions? Contact Sue Carpenter: email@example.com
We are so excited to be hosting Dr. Mitchell Nathan from University of Wisconsin-Madison at this year's program! Dr. Nathan is currently a Professor of Learning Sciences in the Educational Psychology department, is the Director of the Center on Education and Work, and Director of the IES Postdoctoral Fellowship Program in Mathematical Thinking, Learning and Instruction. He holds faculty appointments in the Department of Curriculum and Instruction, the Psychology Department, and the Wisconsin Center for Educational Research.
Mitchell's research is largely rooted in cognitive, embodied and social perspectives on learning and instruction in STEM fields. He examines the nature of learning, teaching and representations in both their internal (intra-personal) and external (inter-personal) forms as they serve meaning making, individual and group design, reasoning and problem solving in mathematics and engineering. Below are the details of his Mini-Conference talk:
Title: "Engineering Education in K-12 Classrooms: Rising to the Challenge of STEM Education for All."
Abstract: Engineering education for K-12 students illustrates many of the challenges facing STEM education: Views of the nature of science often marginalize engineering; policies push competing messages about STEM for All or for the “best and brightest;” large disparities in classroom instruction exist between the intended and enacted curriculum; and limitations in contemporary learning theory on how to promote and measure transfer. Educational advancements offer promising approaches for improving STEM instruction and learning through design and assessment practices, but there is much to do to change the system in which these new practices operate.