Engaging in Collaboration & The Two-Year College Option
Posted: Monday, June 20th, 2016
by Marcus Tessier
For many of our students, two-year colleges offer an important option for transitioning from K-12 to four-year colleges. And for other students, two-year colleges provide important coursework for career trajectories. I’ve attended three community colleges throughout my academic tenure and certainly will affirm the value of coursework that led to a teaching career in science.
Nearly all educators will support the value of student access to content rich learning environments. We pursue education because most of us see ourselves making a difference for others and being an active participant in having a positive impact on the lives of others. For those of us who share a love for science, we see possibilities. These possibilities lead to career options, perhaps in STEM, or maybe we simply understand the importance of supporting a world where STEM literacy creates a better world for all of us. Though we all have different perspectives on how to create these outcomes, we might, however, all agree that these outcomes are worth pursuing.
Collaboration between K-12 and post-secondary science educators is one way to better support the outcome of increased STEM literacy. How are we to chart a course without knowing where we are going? This upcoming fall, the California Science Teachers Association will be hosting its annual conference. What better way to reach out and share your ideas, discuss your concerns, and make connections with other science teachers who share a vision for the whole enterprise of science education?
Some might say that extensive efforts for coordination are essential. Perhaps. But what can be done now? Two-year community college professors and K-12 teachers are having a shaping effect now. By engaging in the CSTA network, our work becomes clearer and we are able to appreciate each other’s roles in the whole enterprise of science education. Our goals seem more attainable. Our work to make science learning meaningful for all students becomes more meaningful for ourselves.
Of specific interest is our work towards implementing curriculum that supports congruent learning between K-12 school systems and two-year colleges. How does NGSS effect our two-year
colleges and their ability to support students in learning science? This question is being asked by many community colleges across the state and through our cooperative work within CSTA, we hope to coordinate opportunities designed to better support resources, professional development, and improved coordination.
But, however, none of these outcomes can be made possible without our involved two-year college membership. Their growing support, time, and experience has helped generate momentum. For those not yet involved, your CSTA asks for your consideration to contribute towards shaping science education. Rather predicated by the demands of business or industry, policy or practicality, engaging in the collaborative work with other science educators, will likely benefit us all.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…