How can Instructors use Research-Based, Interactive Inquiry Approaches within “Lecture” Classes
When and WhereMay 10 2017 10:30-11:30AM | Monongahela Room
Participants will engage in an inquiry-based, interactive lesson and then collectively analyze the value of this type of learning experience with respect to their own learning and to their students’ learning. This lesson will demonstrate the use of inquiry and student collaboration strategies in the classroom. Guidance for incorporating these strategies will be provided and then the value of the experience and its applications to varied disciplines and classroom environments will be discussed.
Nancy Spillane EdD, a Clinical Associate Professor in the WVUteach Program, endeavors to excite students majoring in mathematics, science, and engineering to consider the possibilities, privileges, and rewards of high school teaching, and to earn secondary teacher certification while still pursuing their STEM majors. With the goal of preparing increased numbers of well-qualified math and science teachers to bring inquiry-based, hands-on, collaborative learning experiences into our nation’s math and science classrooms. Spillane has spent most of her life helping others become excited about teaching and learning in the STEM fields. She has taught chemistry in high school, life and physical sciences in middle school, physics labs and science methods courses at the university level, and been a volunteer science teacher in elementary schools. Her passion for education led her to serve for 2-years as the voice of the classroom teacher in Washington DC as an Albert Einstein Distinguished Educator Fellow at the National Science Foundation. Facilitated by this experience, Spillane returned to earn her doctorate in Curriculum and Instruction as a George Washington University Presidential Merit Fellow. Her research focused on STEM teachers at highly successful inclusive STEM-focused high schools. She also worked tirelessly to communicate across university silos to engage in interdisciplinary research and collaboration. In addition to her EdD from George Washington University, Spillane earned a bachelor’s degree in Chemistry and a Master of Education in Teacher Education from the University of Vermont. She has been recognized for teacher excellence through The Brian J. Casey Award and has been awarded grants and scholarships from the Ford Foundation, Pfizer Inc. and the Siemen’s Foundation.