Posts Tagged ‘COE Faculty’
The Academy of Science of St. Louis will present Jim Wilson with the Science Educator Award for 2013 at their 2013 Outstanding St. Louis Scientists Awards dinner on April 24 at the Chase Park Plaza. The Academy’s Science Educator Award recognizes a distinguished individual or organization on the basis of outstanding contributions to science education or to the public understanding of science, engineering, or technology.
Wilson is the E. Desmond Lee Endowed Professor, Experiential and Family Education at Forest Park Forever and has dedicated his career to science and environmental outreach and education. As head of Natural History and Education Divisions with Missouri Department of Conservation, he helped design, develop and operate four major nature centers and a residential training center for teachers. He led a statewide team of natural history biologists and educators, implementing endangered species, natural areas, non-game wildlife and education programs. His current work emphasizes experiential learning programs for teachers, students and citizens.
In nominating Wilson, Leslie Hoffarth, president and executive director of Forest Park Forever, stated, “We are grateful for Jim’s exceptional leadership and the significant role he has played in strengthening the organization’s strategic plans and in providing quality education and community outreach programming.”
As editor of the Journal of Urban Learning, Teaching & Research in 2012-2013, Virginia Navarro co-authored the 2012 JULTR journal’s introductory essay, Fixing The Kids’ to Fixing the Context of Urban Education with Kelly McNeal (William Patterson University). The essay is available online here.
Pat Boyer’s co-edited book, Social Justice Issues and Racism in the College Classroom: Voices from Different Perspectives, has been published by Emerald Press.
The contributors for this book represent different voices from students and faculty, differing by race, ethnicity, nationality, as well as feelings and instructions, offering various perspectives for discussing race in classroom. Faculty member Matt Davis and Amy Hunter, director of racial justice at the St. Louis YWCA, co-wrote a chapter. Also contributing chapters were Katrina Hubbard, Ashley Gray, Annette Burris and Kathleen Kanz — all graduate students in the COE higher education program. Questions posed for this book include: How do faculty members include social justice issues related to race/ethnicity in their curricula? How are issues associated with race or ethnicity discussed in the classroom by students, as well as minority and non-minority faculty? What are the experiences of students of color in the classroom working with faculty of different races and ethnicity? Overall the book provides information to assist students and faculty of color with survival skills in complex environments. (Link to web page here)
Julie Kapp received a grant of $4,000 from inspireSTL for program evaluation. inspireSTL stands for Investing Student Potential In Revolutionary Education, St. Louis. The organization places talented low-income middle school students into the region’s top college-prep high schools and supports their ongoing academic progress so they achieve their full potential.
Helene Sherman has teamed up with co-authors Lloyd Richardson and George Yard to publish the third edition of their book, Teaching Learners Who Struggle with Mathematics: Responding With Systematic Intervention and Remediation (Pearson Professional Development).
The book is designed for aspiring and practicing teachers who will work or are working with K-6 students in need of remediation and additional math instruction. Addressing the mathematical concepts students struggle with most, including place value, addition and subtraction of whole numbers, multiplication, division, fractions, and time and money, this book analyzes the roots and causes of frequent error patterns in student work and offers solutions for solving them and teaching lifelong math skills. A data analysis sheet is included as an example for each problem area, followed by a math improvement plan that offers guidance on how to instruct students in need of additional intervention and prepare them with lifelong mathematics skills