Kayleen Salchenberg made this excellent promotional video about the College Student Services Administration (CSSA) degree program. Check it out below:
Learn more about the CSSA program at their website: http://education.oregonstate.edu/cssa
A recent article in Education Week highlights the work being done by Free Choice Learning faculty and researchers John Falk, Lynn Dierking, Nancy Staus and their Synergies research project.
Click below to read the article posted on our Facebook page. To learn more about the Synergies project, please visit here.
This August, the Oregon Association of Family and Consumer Sciences (ORFACS) and OSU partnered to offer a two-day workshop on how to develop proficiency-based assessment in the Family and Consumer Science (FACS) classroom.
Twenty nine teachers from across the state worked and collaborated to create coursework and rubrics that assesses students’ proficiency. Trisha Richmond from South Medford High School, a pilot school in proficiency-based assessment, shared her work from her FACS classroom and inspired many teachers to focus on how to teach to standards and proficiency. Teachers took course syllabuses and aligned them with FACS national standards and Essential skills, then spent an afternoon with other teachers writing rubrics that will be used to assess proficiency in the standards.
A follow-up workshop will be held in Downtown Portland on Statewide in-service day Oct 11th, 2013 and anyone is welcome to attend and learn what other teachers are doing for proficiency-based education.
For more information contact OSU’s College of Education instructor Sara Wright at wrighsar@onid.orst.edu.
As an assistant professor of science education at Oregon State University, Shawn Rowe studies how people learn about science and the ocean outside of the classroom.
According to Rowe, people do most of their learning over the course of their entire lives, rather than the years they spend in formal education.
Here, Rowe talks about “free choice learning,” and how his work can help promote it.
WASHINGTON, D.C. – Oregon State University alumna Sandra Henderson was recently honored in a White House ceremony for being a champion of citizen science.
Henderson is the director for Citizen Science at the National Ecological Observatory Network in Boulder, Colo. She received a doctorate in science education, with a minor in geography, from OSU in 2001.
She was recognized this week by the White House Champions of Change program, which aims to identify and recognize Americans doing extraordinary things. This year, the program is honoring people who have demonstrated exemplary leadership in engaging the broader, non-expert community in science, technology, engineering, or mathematics, or STEM research.
In 2007, Henderson co-founded Project BudBurst, a national online citizen science campaign where individuals from all walks of life report on the timing of leafing, flowering, and fruiting of plants in their communities. The data are freely available to researchers and educators who can use it to learn more about the responsiveness of individual plant species to local, regional, and national changes in climate.
“Being able to combine my interest in science education with my passion for nature through NEON’s Project BudBurst has been a career highlight,” Henderson said. “It is so inspiring to work with thousands of people across the country to make a difference in our understanding of how plants respond to environmental change. Plants have stories to tell us about changing climates if we only take the time to observe and learn.”
To learn more about Sandra Henderson’s work with NEON’s Project BudBurst, please read this blog post on the Champions of Change website: http://www.whitehouse.gov/blog/2013/06/25/stories-plants-can-tell-neon-s-project-budburst.
For more information on the White House Champions of Change program, please visit: www.whitehouse.gov/champions.
It’s easy to add a bit of education to your family vacation. Museums have upped the wow factor in recent years, creating galleries and programs that engage the mind and imagination. “These are cool places where you get to see things that aren’t in your everyday life,” says Lynn Dierking, a science and math education professor at Oregon State University and co-author of Museum Experience Revisited.
The Chalkboard Project’s vision is to see Oregon’s schools among the top ten in the nation as measured by student achievement. The report, “Better Schools, Better Oregon: The Conditions of K-12 Education,” is Chalkboard’s regular report on the state of education and progress toward becoming a top-ten state. The report draws upon national and state-level data as well as local district data.
This is the first time the report also highlights what’s working in Oregon and draws from promising outcomes in Chalkboard’s CLASS districts.
“While the news in the report is disappointing, Oregonians should remain hopeful,” said Sue Hildick, Chalkboard Project President. “The state is beginning to turn the lessons from CLASS into statewide policy through mentoring for new teachers, meaningful performance evaluations, teacher leadership opportunities, and professional development for educators to meet the needs of all Oregon students. We do believe that these investments in great teaching will turn the tide for Oregon.”
The Lifelong STEM Learning Campus-wide Seminar Series and Discussion Forum 2012-2013 continues on Tuesday, June 11th with a seminar led by Dr. John H. Falk entitled “Investigating Lifelong Science Learning.”
The seminar takes place from 4:00 – 5:00 p.m. and can viewed in Kidder 202, via Polycom to Cascades Campus Cascade Hall 112, and streaming online at live.oregonstate.edu.
Seminar Synopsis:
When do people learn science? Why do people learn science? Where do people learn science? In this talk derived from an NSF Distinguished Lecture, Dr. John H. Falk will present a brief overview of the growing understanding of how the public learns science across their lifetime. Dr. Falk will summarize two recent large-scale research studies. The first study sought to determine the relative contributions to public science understanding made by key sources of science education – schooling, free-choice learning and the workplace. The second study attempted to better understand the functioning of the infrastructure that supports public science education in the United Kingdom by using community ecology frameworks. The seminar will conclude with some thoughts and discussion about the implications of these findings for conducting science education research in the future.
Derr started her academic career as a student specialist and counselor at Clackamas Community College in 1980. Mt. Hood hired her in 1987 to coordinate disability services and eventually promoted her to vice president for student development and services. While at Mt. Hood, she earned a doctorate of education from Oregon State University. (see also Portland Tribune)