SEEE Seminar

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Post-Secondary Online STEM Education: Promise or Problem?

Monday, April 28, 2014, 4-6:30 PM, SDG&E Energy Innovation Center, 4760 Clairemont Mesa Boulevard, San Diego. REGISTER HERE.Educators from various colleges and…Continue

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Fall 2013 Seminar - Barbara Means' Presentation (Slides)

Click below to view the slides of Barbara Means' presentation at the Fall 2013 SEEE Seminar.Integrating Online Learning into K-12…Continue

Started by Michael McKean Nov 27, 2013.

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Forum Information

Eight Critical Issues About STEM Education and the Economy



A forum on how STEM education interrelates with economics and social equity…

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Posted by Nadine Bezuk on August 31, 2010 at 3:00pm

 

TO REGISTER FOR THE NEXT SEMINAR:

The SEEE Seminar Series presents its Spring, 2014, Seminar, Post-secondary Online STEM Education:  Promise or Problem?, on Monday, April 28, 4-6:30 PM, at the SDG&E Energy Innovation Center, 4760 Clairemont Mesa Blvd., San Diego, CA 92117--see http://maps.google.com/maps?

REGISTER here ASAP! Please register each participant separately.  Attendance is free--A voluntary donation of $10 to offset expenses is welcomed at the door.

Educators from various schools and organizations will share their successes and challenges in online STEM courses.  The seminar will engage participants in thinking about trends in online education, including MOOCS (massive open online courses), hybrid approaches, fully online learning, and online supplemental instruction in a range of courses.  The first part of the seminar will be devoted to interacting with contributing educators who are working in areas of mutual interest.  This will be followed by an invited speaker and a moderated discussion.

 

Schedule: 

4:00 pm Reception and Exhibits

4:50 pm Welcome and Introductions

5:00 pm Speaker - Anthony Eamonn Kelly, Professor and Researcher, Educational Psychology, George Mason University - Promise and Problems of Post-Secondary Online STEM Education

5:45 pm Q & A with Speaker and Exhibitors

6:30 pm Adjournment

Exhibitors Include:

  • Matt Anderson, SDSU Physics Department
  • Emil Ahangarzadeh, SDCOE Coordinator for Online County Programs (including MOOCs)
  • Spencer Bagley, SDSU-UCSD Mathematics and Science Education Doctoral Program
  • Richard Fielding, Southwestern Community College Co-Chair of Mathematics
  • Elizabeth Meyer, UCSD Director of Online Learning
  • Beth Simon, UCSD Computer Science and Engineering
  • Suzanne Stolz, USD Online MEd Coordinator
  • Carren Walker, Community College Mathematics
  • C. David Walters, SDSU_UCSD Mathematics and Science Education Doctoral Program

 

STEM Education, Economics, and Equity (SEEE): A Leadership Education Initiative

This initiative offers a series of seminars centered on presentations by economists, political scientists, educators, and leading thinkers who are experts on some of the "big questions" about how science, technology, engineering, and mathematics (STEM) education relates to economics and social  equity.  Each seminar includes a talk and a subsequent discussion held by a panel of local leaders who will raise questions and reactions to the presenters’ ideas.  Transcriptions of these talks and discussions will be posted in this website hosting an online forum which will gather ongoing contributions from diverse participants, links to other resources, and accompanying materials.  We anticipate two seminars per year for a period of five years.  The initiative is led by an editorial committee, including members from different constituencies such as universities, school districts, and businesses.  This editorial committee looks for funds to support the initiative while preserving total autonomy in decision making, such as in deciding on speakers to invite and on the structure of the website.

Many parents, educators, administrators, politicians, and businessmen worry about the state of STEM education and strive to support programs and policies to improve its quality and broaden access.   Over the years numerous debates have spread across the nation on which programs and policies are more likely to foster students' quality preparation and interest in mathematics, science, and engineering.   Many of these efforts take the form of exposing leaders and stakeholders to selected programs, innovations, and evaluations in an effort to ascertain which ones are the most deserving of support.  These types of activities are useful because they help familiarize leaders with an array of ongoing initiatives taking place in formal and informal education.  However, they rarely elicit discussions about the "big questions" that ultimately must orient educational reform, such as:

  • Economics.  How does economic development at local, regional, and national levels relate to the state of STEM education?  How does a nation's investment in STEM education translate into economic and cultural benefits for its population? In what ways does formal education impact the availability of an educated workforce in a certain geographical region? 
  • Equity.  How do changes in demography and cultural roots of the population affect and are affected by STEM education?  What does the educational and economic history of the country tell us about these matters? What makes STEM education more or less relevant to the life of culturally diverse students?  How does testing affect the educational trajectory of students across cultural and economic differences?
  • Educational Policy.  What are the trade-offs between centralized and local control on education?  What are major differences between liberal and conservative "agendas" regarding STEM education?  In what ways do educational policies facilitate or impede the contributions of informal institutions (e.g. after school programs, museums, community centers) to STEM education?  How do teacher constituencies position regarding policy initiatives proposed at national and state levels?

While we will pursue broad attendance and participation in the seminars, the main desired impact of the initiative is not necessarily media attention but educational leadership.   We hope that over the years this initiative will offer support for political, economic, and educational leaders in Southern California to become better educated on the different viewpoints at the intersections between STEM education, economics, and culture.  Furthermore, we expect that this richer and deeper understanding will help catalyze other initiatives striving to influence educational policies in Sacramento and Washington, as well as local innovations benefiting students and families in the San Diego area.

 

The Editorial Committee is formed by:

  1. Penny Adler, League of Women Voters of San Diego
  2. Nadine Bezuk, Interim Director of SDSU Center for Research in Mathematics and Science Education (CRMSE)
  3. Mike Chapin, Board of San Diego Regional EDC Foundation
  4. Luke Duesbery, Director of SDSU Center for Teaching Critical Thinking & Creativity (CTCTC)
  5. Hugh (Bud) Mehan, UCSD Center for Research on Educational Equity, Access, and Teaching Excellence (CREATE)
  6. Ricardo Nemirovsky, Director of SDSU CRMSE
  7. Jacque Nevels - League of Women Voters of San Diego
  8. Susan Nickerson - Interim Associate Director of SDSU CRMSE
  9. Joi Spencer, USD School of Leadership and Education
  10. Nancy Taylor, Executive Director of San Diego Science Alliance
 
 
 

DONATE TO SEEE SEMINARS

We welcome any support you can give the SEEE Seminar Series.

To make a donation:

1) Click the button below.

2) Enter the donation amount and check "Choose areas of designation."

4) In the popup window, scroll down to check "Other", and click "Continue".

5) Type SEEE Seminar Series c/o CRMSE in the box below "Selected Designations."

6) Fill out the rest of the form.

As an alternative, you can download this flyer, print it, and mail in your donation.

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