NSTA Engage: FALL20

Jane Luu

Principal Member of the Technical Staff, Draper Laboratory, and Adjunct Professor, Department of Geosciences and Institute of Theoretical Astrophysics, University of Oslo

The Story of Pluto and the Kuiper Belt: How Science Progresses

Saturday, November 14 

11:05–11:50 AM ET

Soon after Pluto's discovery in 1930, astronomers noticed that it did not behave much like a planet: its orbit was highly inclined and so elliptical it even crossed the orbit of Neptune. Pluto’s image as an oddball persisted until the 1990s, when it was found to be part of the Kuiper Belt, a large population of icy bodies beyond Neptune consisting of material left over from the planet formation process. The discovery of the Kuiper Belt permanently changed our view of how the solar system formed, and showed that Pluto was not so odd after all. The Pluto–Kuiper Belt story is the quintessential example of how science works: change—whether we like it or not—is the only way science goes forward.

Jane Luu is currently at Draper Laboratory and is also an adjunct professor at the University of Oslo. Jane earned her bachelor’s degree at Stanford and worked briefly at NASA's Jet Propulsion Laboratory where, inspired by the pictures of planets taken by the Voyager probes, she resolved to study planetary astronomy. Working on her doctorate at the Massachusetts Institute for Technology, Jane teamed up with David Jewitt to do a survey of the outer solar system, culminating in their discovery of the Kuiper Belt in 1992. In 1991, the American Astronomical Society awarded Jane the Annie J. Cannon Award in Astronomy. In 2012 she shared the Kavli Prize in Astrophysics with David C. Jewitt and Michael Brown “for discovering and characterizing the Kuiper Belt and its largest members, work that led to a major advance in the understanding of the history of our planetary system.”

Michael DiSpezio

Master Educator, Presenter, and Author

WOW! Tips, Techniques, and Tricks for Motivating Students

Sunday, November 15

2:15–3:00 PM

Join master educator, presenter, and author Michael A. DiSpezio as he explores ways in which you can effectively engage students within our challenging times. Driven by a diverse cache of science engagements designed for both at-home and face-to-face encounters, this presentation profiles tenets for reclaiming motivation, engagement, and success. These easily repeatable and inexpensive experiences offer multiple opportunities that are effective in recapturing, maintaining, and nurturing student success in standards-based science literacy. They range from mind-bending science challenges to an activity assortment of awesome hands-on experiments that you can be performed with everyday items. So join Michael for a practical and pragmatic session that surveys a variety of tips, techniques, and tricks designed for the at-home/online science classroom. Plus, make sure you have several sheets of scrap paper, paper clips, scissors, and tape at your desktop for this interactive experience!

From hosting National Geographic broadcasts to shepherding the Discovery Channel to their first Emmy Award nomination, Michael DiSpezio is a globally respected renaissance educator, speaker, TV host, and science education author. A former marine biologist, Michael completed his graduate studies at the Marine Biological Lab at Woods Hole and worked as a research assistant to a Nobel prize winner in chemistry. Leaving the laboratory and his instructor role at Boston University, Michael celebrated his passion in education as a K–12 classroom teacher for nearly 10 years. For decades, Michael has been a STEM and educational advisor to several countries and dozens of school systems around the world. These days, his interests go beyond classroom walls and into the synthetic world, where he is at the forefront of developing virtual reality field trips.

Dr. Leana Wen

Physician and Public Health Professor, George Washington University’s School of Public Health

Ask Dr. Wen!

Friday, November 13

6:30-7:15 PM

Join NSTA President Beth Allan as she interviews Dr. Leana Wen, a practicing physician who has been a leading expert on health policy and public health during the coronavirus COVID-19 pandemic.

In the wake of COVID-19, educators are facing unique challenges. At the top of that long list are problems associated with the interruption of established in-classroom practices and routines to remote learning, the emotional toll of physical separation due to social distancing, and, as they face the inevitable challenges associated with returning to in-person instruction, the concern and unpredictability about personal safety and health.

During this interview, Dr. Wen will respond to questions on how to best support teachers’ well-being as they simultaneously create positive learning environments for their students.

Dr. Leana Wen is an emergency physician and visiting professor of health policy and management at George Washington University’s School of Public Health. She is an expert in public health preparedness and previously served as Baltimore's Health Commissioner. Dr. Wen is a contributing columnist for The Washington Post and an on-air commentator for CNN as a medical analyst. 

Dr. Wen obtained her medical degree from Washington University School of Medicine and studied health policy at the University of Oxford, where she was a Rhodes Scholar. She completed her residency training at Brigham and Women's Hospital and Massachusetts General Hospital. In 2019, she was named one of Modern Healthcare's Top 50 Physician-Executives and TIME magazine's 100 Most Influential People.

Camille Schrier

Miss America 2020 and Biochemist

Science Is All Around Us

Saturday, November 14 

2:45-3:15 PM ET

Science is all around you, no matter where you are! Join Miss America 2020 Camille Schrier—biochemist, pharmacy student, and self-proclaimed science nerd—as she shares suggestions for discovering the science in our everyday lives. During her presentation, Camille will discuss fun and creative approaches for the at-home, online science classroom to keeps students engaged during these challenging times.

CamiIle Schrier graduated with honors from Virginia Tech with dual Bachelor of Science degrees in Biochemistry and Systems Biology, and is currently pursuing a Doctor of Pharmacy at Virginia Commonwealth University. In June 2019, Camille was named Miss Virginia after breaking from tradition to perform the “catalytic decomposition of hydrogen peroxide” as her onstage talent. Her unique talent performance and focus on women in STEM has sparked a positive reaction of inclusivity for the program as a whole. Camille's story has been shared with hundreds of children and viewed by millions.

In December 2019, Camille earned the job of Miss America 2020. A certified Naloxone trainer in the city of Richmond, Camille will use the Miss America national recognition to promote her own social impact initiative, Mind Your Meds: Drug Safety and Abuse Prevention from Pediatrics to Geriatrics. Most recently, she was awarded the Engineering Champion Award by the Phi Sigma Rho National Sorority for her work in promoting women in engineering and technical fields. In addition to her passion for science and drug safety, Camille has battled body image issues. As a young woman who previously battled an eating disorder, Camille chose to compete in Miss America 2020 because of the redirection from physical appearance to social impact.

Bill Penuel

Professor of Educational Psychology & Learning Sciences, University of Colorado Boulder

Taking Care of Ourselves

Saturday, November 14

12:15–1:00 PM ET

To do our best for our families, our communities, and our students, teachers must take care of their own mental, emotional, and physical health. It is important that as teachers, we are supporting ourselves and each other in finding ways and time to take care of our minds and bodies. In this session, we will discuss mindfulness, kindness, and compassion practices that teachers can use, and share resources that can help you consider ways to take care of yourself and others in ways that are nourishing and enlivening, including readings and articles; videos and podcasts; and guided self-care practices.

Bill Penuel is a professor of Learning Sciences and Human Development in the School of Education and Institute of Cognitive Science at the University of Colorado Boulder. He designs and studies curriculum materials, assessments, and professional learning experiences for teachers in science. He works in partnership with school districts and state departments of education, and the research he conducts is in support of educational equity in three dimensions: (1) equitable implementation of new science standards; (2) creating inclusive classroom cultures that attend to students’ affective experiences and where all students have authority for constructing knowledge together; and (3) connecting teaching to the interests, experiences, and identities of learners. His research employs a wide range of qualitative and quantitative research methods, including an approach his colleagues and he have developed called design-based implementation research (http://learndbir.org). 
 

Heidi Schweingruber

Director, Board on Education, The National Academies of Sciences, Engineering, and Medicine

Jennifer Childress Self

STEM Education Consultant

Teaching Science and Engineering During a Crisis: Maintaining High-Quality Science and Engineering Learning During the Pandemic

Saturday, November 14

2:00–2:45 PM EST

The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K–12 education system functions, including disruptions to science and engineering teaching and learning environments. In early September, 2020, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine released Teaching Science During the COVID-19 Pandemic, to offer guidance to educators as they take on the challenge of adapting instruction to these challenging times. The guide aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This session will provide an overview of the key principles in the guide and engage participants in a discussion of how these principles can guide the difficult decisions they are making day to day as they navigate complex blends of virtual and in-person learning environments.

Heidi Schweingruber, PhD is director of the Board on Science Education at the National Research Council (NRC). She has been involved in many of the major projects of the board since it was formed in 2004. Heidi co-directed the study that resulted in the report A Framework for K–12 Science Education (2011), which was the first step in revising national standards for K–12 science education. She served as study director for a review of NASA’s pre-college education programs in 2008 and co-directed the study that produced the 2007 report Taking Science to School: Learning and Teaching Science in Grades K–8. Prior to joining the NRC, Heidi worked as a senior research associate at the Institute of Education Sciences in the U.S. Department of Education, where she administered the preschool curriculum evaluation program and a grant program in mathematics education. Previously, she was the director of research for the Rice University School Mathematics Project, an outreach program in K–12 mathematics education. She holds a PhD in psychology (developmental) and anthropology, and a certificate in culture and cognition from the University of Michigan.

Jennifer Childress Self is a STEM education consultant and advisor focusing on supporting the implementation of the Next Generation Science Standards (NGSS) and similar Framework-based standards as well as identifying the essential components of high-quality STEM instructional materials. Additionally, she has been involved in many projects internationally, recently working with a partnership between UNESCO and school systems in Turkey to develop and implement new STEM curriculum standards, and working in India and Malaysia to help establish professional learning communities for teachers, including those in refugee communities. Previously, Jennifer was director of Instructional Support for Science at Achieve, where she coordinated the development and implementation of the NGSS. Prior to joining Achieve in 2011, she was director of the Center for Building Awareness of Science Education (BASE) at the National Science Resources Center, now the Smithsonian Science Education Center (SSEC). Jennifer currently serves on the Advisory Board of the Global STEM Alliance and was previously a board member for the New York Academy of Sciences and an advisor for the development of the Framework for K–12 Computer Science Education.

Thank you to Bio-Rad Laboratories for generously sponsoring 25 registrations to NSTA Engage: Fall20.