Construction of a best-practices toolbox involves the development and application of instructional strategies that promote the active role of the learner and facilitative role of the teacher. The seminar is designed to provide an introduction to inquiry instruction by teaching seminar participants 2 lessons using the learning cycle. Subsequently, we will lead a discussion about the feasibility, benefits and challenges of using the learning cycle in college courses.
Dr. Elizabeth Stoddard, Assistant Professor of Physics and Dr. Louis Odom, Associate Professor in Science and Technology Education have been the recipient of two back-to-back Missouri Department of Higher Education ITQ grants, including the Technology Enhanced Active Physical Science for Teachers (TEAPST) project. TEAPST participants, drawn from local Kansas City area schools, were required to apply knowledge and skills gained during the summer session to their classrooms and perform active science-learning research during the fall semester. Due to 100% retention, all teachers involved in the project went on to implement the inquiry method and manage their assessment data (Odom, Stoddard, & LaNasa, in press). A current NSF grant [Award number: 0607965, entitled “Geoscience Education Opportunities: Partnerships to Advance TeacHing & Scholarship (GeoPATHS),” 2006-2008, $497,208] from the Directorate of Geoscience Education funds a similar program at the high school level over four years with participants from both Missouri and Kansas. Drs. Adegoke, Odom, and Stoddard are co-PIs on this project. Dr. Louis Odom is currently involved with an NSF STEP-Type I grant, Proposal Number 0525538 (Co-PI), “Achieving Recruitment, Retention & Outreach With STEP,” $999,841, Period 01/09/05 – 08/031/10. With this support, Dr. Odom provides training in developing integrated laboratory modules to college engineering faculty for use in the pre-college program, Engineering Essentials.