Transforming Science and Careers
Professional Development (PD)
FREE Online PD
2018-19 School Year Apply today! https://goo.gl/dH1S41 |
Transformative Career and Science Inquiry PD
Do you find this site's resources and information helpful?
Apply for a free PD opportunity organized by the site’s authors, Drs. Cassie Storlie and Bridget Mulvey.
This PD will help you reframe your instruction to make science content more meaningful and achievable for students. Science-related careers can be within each student’s reach!
Apply for a free PD opportunity organized by the site’s authors, Drs. Cassie Storlie and Bridget Mulvey.
This PD will help you reframe your instruction to make science content more meaningful and achievable for students. Science-related careers can be within each student’s reach!
Project Description
This project is an online teacher PD funded by the Martha Holden Jennings Foundation, with supplemental support from Lubrizol Corp. and Kent State University. It includes the following topics to transform instruction, with an emphasis on supporting minority students:
This project is an online teacher PD funded by the Martha Holden Jennings Foundation, with supplemental support from Lubrizol Corp. and Kent State University. It includes the following topics to transform instruction, with an emphasis on supporting minority students:
- Science career development
- The nature of science (reflection on what science is like)
- Science inquiry
- Productive teacher questions
PD Outcomes, Years 1 and 2
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Teachers’ reflections on their own career stories supported their empathy for students who, at times, did not yet have fully formed (or any) ideas about possible careers.
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Many teachers had not considered including science career development in their instruction, whereas others needed resources to support this. Teachers expanded their understanding of how to effectively implement inquiry and career development strategies with their students. This supported changes in instruction.
Example: using more productive questions led to some dramatic shifts in student talk in discussions, supporting more effective inquiry instruction. |
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Students engaged in science investigations more like scientists do.
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Students reflected on near-peer science undergraduates’ career stories and the implications for themselves.
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Implications
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