MSE Seminar Series
All Presentations are Free & Open to the Public.
Fall 2023 Seminars
Dr. Grant Gardner, Department of Biology, Middle Tennessee State University,The Professional Learning of STEM Graduate Students
Dr. Regis Komperda, Department of Chemistry, San Diego State University, Measurement in Chemistry Education: Examining the Past and Supporting the Future
Dr. Anita Schuchardt, College of Biological Sciences, University of Minnesota, Gaining insights into Science and Mathematics Sensemaking Through Examination of Teacher and Student Discourse
Dr. Holly Anthony, Department of Curriculum and Instruction, Tennessee Tech University, Surveying the Landscape of STEM Education Research
Dr. Rachel Henderson, Department of Physics, Michigan State University, Building Tools to Assess Changes in Physics Education: Inclusively Supporting Student Learning and Retention
Spring 2023 Seminars (Highlighting the Work of the MTSU-MSE Faculty)
Dr. Katie Hosbein, Department of Chemistry, MTSU, Explorations into science & discipline-specific identity development within undergraduate and graduate students
Dr. Gregory Rushton, Tennessee STEM Education Center, Department of Chemistry, MTSU, From Teacher to Leader: Journeys in Identity and Empowerment for Improving STEM Education
Dr. M. Elizabeth Barns, Department of Biology, MTSU, Cultural Competence in Biology Education about Culturally Controversial Science Topics
Dr. Ryan “Seth” Jones, Womack Department of Educational Leadership, MTSU, The Interdisciplinary Practice of Explaining Variation in Data Science Education
Dr. Alyson Lischka, Department of Mathematical Sciences, MTSU, Engaging in Self-Study of Teacher Educator Practices to Build Understanding of Mathematics Methods Instruction
Dr. Rongjin Huang, Department of Mathematical Sciences, MTSU, Deepening understanding of an educational phenomena through networking theories: A case in the context of lesson study
Fall 2022 Seminars
Dr. Cynthia Brame, Vanderbilt University, Department of Biological Sciences and Center for Teaching,“It made me feel like a bigger part of the STEM community”: Incorporation of Learning Assistants enhances students’ sense of belonging in introductory science courses
Dr. Chaney Mosley, Middle Tennessee State University, Department of Agriculture, Mental Health, Suicide, and Rural America – Considerations for Education
Dr. Milos Savic, The University of Oklahoma, Mathematics Department,Teaching Actions that Focus on Math Creativity and Their Affective Outcomes
Dr. Logan Gin. Brown University, The Harriet W. Sheridan Center for Teaching and Learning, Challenges and opportunities for students with disabilities in evolving STEM learning environments: active learning, online instruction, and undergraduate research
Dr. Angela Hooser, Middle Tennessee State University, Department of Elementary and Special Education, Learning from the work of Scholar Practitioners: Using Academic Knowledge to Inform Practice in K-12 Schools
Spring 2022 Seminars
Dr. Mariel Pfeifer, University of Georgia, Department of Biochemistry and Molecular Biology, Speaking up in STEM: Investigating the self-advocacy and classroom experiences of undergraduates with ADHD and specific learning disorders
Dr. Pip Arnold, Karekare Education, New Zealand, Why are Questions Important in Statistical Problem Solving?
Dr. Sandra Lampley, University of Alabama Huntsville, College of Education, Continuing the research journey: Navigating the transformation from MSE
graduate student to associate professor
Dr. Kim Evert, Middle Tennessee State University, Womack Educational Leadership Department, The Willow and the Oak: Leadership Approaches to Influencing Classroom Instruction
Fall 2021 Seminars
Dr. Luis Leyva, Peabody College at Vanderbilt University, Department of Teaching and Learning, A Counter-storytelling of Navigating and Resisting White Cisheteropatriarchy in Undergraduate STEM Education among Women of Color
Dr. Nicole Lazar, Pennsylvania State University, Department of Statistics, Much Ado About p-values
Dr. Joshua Reid, Middle Tennessee State University, Tennessee STEM Education Center, TBD
Dr. Ellen Yezierski, Miami University (Ohio), Department of Chemistry and Biochemistry, Facilitating Curricular and Instructional Improvement Through Chemistry Teacher Professional Development: Implications for Higher Education
Dr. Ashley Helm, Cornell University, Department of Ecology and Evolutionary Biology, Understanding How Biology Undergraduates Learn at Zoos
Dr. Fatma Kaya, Middle Tennessee State University, Tennessee STEM Education Center, TBD
Spring 2021 Seminars
Dr. Daniel Southam, School of Molecular and Life Sciences, Curtin University, Perth, Australia, Evidence-based implementation of novel active learning pedagogy across the STEM curriculum: from middle school science to upper division chemistry classes
Dr. Chris Rasmussen, Department of Mathematics and Statistics, San Diego State University, Research on Learning and Teaching University Mathematics: Where we are and where we might go next
Dr. Erika Parr, Tennessee STEM Education Center, Middle Tennessee State University, Teaching and Learning the Representations of Concepts in Undergraduate Mathematics: Investigating Students’ Interpretations & Designing Instructional Interventions
Dr. Sandra Crespo, Department of Teacher Education, Michigan State University, Embracing Contraries—A Methodological Approach to Studying Mathematics Teaching
Dr. M. Elizabeth Barnes, Department of Biology, Middle Tennessee State University, Using Cultural Competence in Undergraduate Biology Education
Dr. Angela Calabrese Barton, Educational Studies Department, University of Michigan, Moving beyond Equity as Inclusion: Working towards Rightful Presence in Science Teaching & Learning
Fall 2020 Seminars
Dr. Ebony McGee, Peabody College at Vanderbilt University, Department of Teaching and Learning BLACK, BROWN, BRUISED: How Racialized STEM Education Stifles Innovation
Ms. Angela Google, Middle Tennessee State University, Ph.D. Program in Mathematics and Science Education Approaches to Learning Biology of Women of Color: The Intersectionality of Race, Gender, and Science Identity
Dr. Mary Atwater, University of Georgia, Mary Frances Early College of Education, Department of Mathematics and Science Education Your Journey in Multicultural Education: When Did You Start It?
Dr. Gregory Larnell, University of Illinois at Chicago, College of Education, Department of Curriculum and Instruction What is Equity for Mathematics Education?
Dr. Heidi Carlone, The University of North Carolina at Greensboro, College of Education, Teacher and Higher Education Department Studying and designing for diverse youths’ STEM-linked identity work
Spring 2020 Seminars
Dr. Elizabeth B. Dyer, Middle Tennessee State University, Tennessee STEM Education Center, Inside the Black Box of Teacher Change: Developing Theory for Improvement in Teaching
Ms. Kristen E. Roland, University of Georgia, Department of Mathematics and Science Education, What Does Confident Mean?!?: A Discussion of the Concepts and Connections Students have about Interpretations of Confidence Intervals
Dr. Demet Kirbulut, Harran University, Faculty of Education, Turkey, Investigation of Science Teachers’ Emotions during their Classroom Practices
Dr. Michael D. Steele, National Science Foundation and University of Wisconsin-Milwaukee, The Intractable Challenge of High School Mathematics: Using Research and Practice to Instigate Radical Change
Dr. Renee Cole, University of Iowa, Department of Chemistry, Enhancing Learning by Developing and Assessing more than Content Knowledge
Dr. Eve Manz, Boston University, Wheelock College of Education and Human Development, Rethinking the Elementary School Science Investigation: Design Research at the Intersection of Science, Children, and Elementary Teaching Systems
Past Presentations
Dr. Rebecca Seipelt, MTSU, Department of Biology
Using Students’ (Mis)understandings to Guide Instruction
Dr. Denise Spangler, University of Georgia, Department of Mathematics and Science
Education
What is a Theoretical Framework and What Do I Do With One?
Dr. Ilana Horn, Vanderbilt University, Department of Teaching and Learning*
If We Know So Much About Good Math and ScienceTeaching, Why is it So Hard to Do?
*Keynote address at the Tennessee STEM Education Research Conference
Dr. Todd Hutner, University of Alabama, Department of Curriculum and Instruction
Applying a Goal-Driven Model of Cognition to Research on Science Teachers
Dr. Brett Criswell, University of Kentucky, Department of Science, Technology, Engineering
and Math Education
Seeing the Story in Our Research Data
Dr. Sam Otten, University of Missouri, Department of Learning, Teaching and Curriculum
Reasoning-and-Providing Opportunities in Geometry Textbooks and Geometry Classes
Dr. Patrick Enderle, Georgia State University, Department of Middle and Secondary
Education
Teacher Learning around the Science and Engineering Practices
Dr. Gregory Rushton, MTSU, Director of Tennessee Stem Education Center
Professionalizing STEM Teaching in Secondary and Tertiary Settings: Studies to Influence
Policy and Practice
Dr. LouAnn Lovin, James Madison University, Department of Mathematics and Statistics
Investigating and Advancing Prospective Pre-K–8 Teachers’ Fraction Understanding
Dr. Joi Walker, East Carolina University, Department of Chemistry
Cross-Disciplinary Practice Focused Undergraduate Laboratory Transformation
Dr. Dov Zazkis, Arizona State University, School of Mathematical and Statistical Sciences
Using Lesson Plays to Document Changes in Preservice Teachers' Conceptions of Teaching
Dr. Corey Brady, Vanderbilt University, Department of Teaching and Learning
As We May Think and Learn, Together: Supporting New Forms of Classroom Collectivity
Dr. Bridget Mulvey, Kent State University, School of Teaching, Learning and Curriculum
Studies
Empowering Teachers Through Nature of Science Teaching and Learning
Dr. Mindi Summers, University of Calgary, Department of Biological Sciences
New Tools for Assessing Conceptual Understanding and Motivation throughout a Biology
Major
Dr. Jacqueline Nikles, University of Alabama-Birmingham, Department of Chemistry
An Integrated Approach for Development of Scientific Writing Skills in Undergraduate
Organic Lab
Dr. Nicole M. Joseph, Vanderbilt University, Department of Teaching and Learning
Exploring Black Feminist Mathematics Pedagogy (BlackFMP) as an Intersectional Intervention
for Liberation and Mathematics Achievement
Dr. Tessa C. Andrews, University of Georgia, Department of Genetics
Knowledge for Active-Learning Instruction in Large Undergraduate STEM Courses: What
Knowledge Do Instructors Need to be Effective?
Dr. Philip Sadler, Harvard University, Director, Science Education Department*
Separating Facts from Fads: How Our Choices Impact Students’ Performance and Persistence
in STEM
*Keynote address at the Tennessee STEM Education Research Conference
Ms. Candace Terry, MTSU, MSE Doctoral Candidate
Overview and Preliminary Results: Secondary Mathematics Teachers’ Pedagogy through
the Tool of Computer Algebra Systems (CAS)
Dr. Stanley Lo, University of California, San Diego, Division of Biological Sciences
When Active Learning Fails: How Faculty Beliefs and Intentions Inform Their Teaching
and Influence Student Outcomes
Dr. Basil Naah, Wright State University, Department of Chemistry
Can Students Explain How Energy is Generated During Chemical Reactions? Evaluating
Introductory General Chemistry Students' Understanding of the Energy Concept
Dr. Grant Gardner, MTSU, Department of Biology, and Jennifer Parrish, MSE Doctoral
Candidate
The Promoting Active Learning Strategies (PALS) Project: The Impact of Implementing
Evidence-based Active Learning in High School Biology Classrooms
Dr. Brian Lawler, Kennesaw State University, Department of Secondary and Middle Grades
Education
Author/ity and the Sociopolitical Perspective on STEM Education
Dr. Tom Cheatham, MTSU, Tennessee STEM Education Center
Successful Grant Writing
Dr. Jennifer Lovett, MTSU, Department of Mathematical Sciences
Massive Online Open Courses for Educators (MOOC-Eds) – Impact on Teachers’ Beliefs
and Practices
Dr. Kimberly Tanner, San Francisco State University, Department of Biology
Beyond Assessing Knowledge – Card Sorting, Superheroes, and Moving Towards Measuring
Biological Expertise among Undergraduates
Dr. Alyson Lischka, MTSU, Department of Mathematical Sciences, Kristin Hartland, MSE
Doctoral Candidate, and Matt Duncan, MSE Doctoral Student
Evolution of a Research Program: Exploring Effective Feedback in Mathematics Teacher
Education
Dr. Cindi Smith-Walters, MTSU, Department of Biology, Alicja Lanfear, Department of Biology,
and Velta Napoleon-Fanis, MSE Doctoral Student
Engaging and Supporting Undergraduate Anatomy and Physiology Laboratory Students in
the Acquisition of Specialized Vocabulary
Dr. Jaime Sabel, University of Memphis, Department of Biological Sciences
Exploring the Use of Formative Assessment, Metacognition, and Scaffolds to Support
Students in Learning Biological Concepts
Dr. Sarah van Ingen, University of South Florida, Department of Teaching and Learning
The Process of Evidence-Based Practice in Teaching: An Encounter with Power or an
Encounter with Puppet Strings?
Dr. Seth Jones, MTSU, Womack Educational Leadership Department
Measuring the Quality of Whole Class Discussions about Data, Statistics, and Probability
Dr. Elizabeth Schussler, University of Tennessee – Knoxville, Department of Ecology
& Evolutionary Biology
Dr. Margaret Mohr-Schroeder, University of Kentucky, Department of Science, Technology,
Engineering, and Mathematics (STEM) Education
Synthesizing Teacher Education through a Transdisciplinary STEM Education Lens
Dr. Rongjin Huang, MTSU, Department of Mathematical Sciences
Dr. Renee Cole, University of Iowa, Department of Chemistry
Dr. Renee’ Schwartz, Georgia State University, Department of Middle and Secondary
Education
Dr. Grant Gardner, MTSU, Department of Biology
STEM Graduate Teaching Assistant Professional Development: The Current State of Research
and Practice
Dr. Natasha Gerstenschlager, Assistant Professor, Department of Mathematics, Western Kentucky University
Transitioning from Graduate School to Academia: Perspectives from a Recent Doctoral
Graduate Student
Dr. Louis Gross, James R. Cox and Alvin and Sally Beaman Distinguished Professor of Ecology and Evolutionary
Biology and Mathematics, Director Emeritus, National Inst. for Mathematical and Biological
Synthesis
University of Tennessee – Knoxville
Quantitative Education for "Fearless" Biologists: A Curriculum Perspective
Dr. James Hiebert, Robert J. Barkley Professor of Education, University of Delaware
The Bleak History of American Education Reforms: How Can We Ensure Good Ideas Reach
Students?
Dr. Renée Cole, Associate Professor, Department of Chemistry, University of Iowa
Using Discipline-based Education Research to Inform Teaching Strategies and Design
of Instructional Materials
Dr. Chris Stephens, MTSU Mathematical Sciences, Mr. Chris Willingham, MTSU MSE PhD
Candidate, and
Mrs. Kristin Hartland, MTSU MSE PhD Student
The Role of Implicit Theory in Mathematics Teachers' Professional Development
Mr. Jeffery Bonner, Ph.D. Candidate, Mathematics and Science Education Middle Tennessee State University
Spreading the Word: A Grassroots Approach to Instructional Change in Post-secondary
Biology Education
Dr. Peggy Brickman, University of Georgia, Department of Plant Biology
Mr. Wes Baxter & Ms. Angeline Gaddy, MTSU, MSE Students
Interpreting the CCSSM: A Comparative Study of Elementary & Secondary Teachers’ Perceptions
Dr. Mehmet Aydeniz, University of Tennessee, Department of Theory and Practice in Teacher Eduction
Understanding the Role of Framing in Promoting Students’ Appropriation of Epistemic
and Social Norms of Science. Case for Argumentation and Modeling
Dr. Stephen Bartos, MTSU, Department of Educational Leadership
Teachers Conceptions of the Nature of Science and Scientific Inquiry and their Classroom
Practice
Dr. Wendy B. Sanchez, Kennesaw State University, Department Mathematics & Statistics
What is the Content of Methods? Scholarly Inquiry and Practice in Mathematics Methods
Courses (K-12)
2014 Tennessee STEM Education Research Conference
The conference begins at 1PM on Thursday and ends at noon on Friday DoubleTree Hotel in Murfreesboro, TN
Dr. Jennifer Yantz, CTB McGraw-Hill
Next Generation Assessments: Measuring Career & College Readiness
Dr. Christine Franklin, University of Georgia, Department of Statistics
Dr. Sheryl Sorby, Michigan Technical University, Department of Mechanical Engineering
Dr. Sharon Dotger, Syracuse University, Department of Teaching and Learning
Dr. Angela Barlow, MTSU, Department of Mathematical Sciences
Views of Coaching Practice Expressed by School-based Coaches
Heather Leigh Barker & Tasha Frick, MTSU, MSE Ph.D. Students
Transforming science instruction through modeling experiences
Drs. Ginger Rowell, Lisa Green, Nancy McCormick & Jeremy Strayer, MTSU, Department
of Mathematical Sciences; Dr. Scott McDaniel, MTSU, University Studies; Brandon Hanson
& Natasha Gerstenschlager, MTSU, MSE Ph.D. Students
Modules for teaching statistics with pedagogies using active learning
Dr. Michael Rutledge, MTSU, Department of Biology
A research program in biology education
Dr. Ryan C. Smith, University of Georgia, Department of Mathematics and Science Education
The relationships between students' uses of technology, the tasks on which they are
working, and the mathematical arguments they create
Dr. Michaele Chappell, MTSU, Department of Mathematical Sciences, & Dr. Kyle Butler,
MTSU, Womack Family Department of Educational Leadership
Implementing a Master Teaching Fellows Project: What we have learned in four years
Dr. Terry Goodin, MTSU, Womack Family Department of Educational Leadership
Problem-based learning: Balancing doing and understanding
Dr. Linda K. Jordan, Tennessee Department of Education
Next Generation Science Standards: A Framework for K-12 Science Education
Jennifer Parrish, MTSU MSE student, Biology Education
Flipping Instruction in a Large Lecture Biology Course for Majors: A Pilot Study
Dr. Grant Gardner, MTSU, Department of Biology
Scientists as Public Communicators: An International Study of Undergraduate Student
Perceptions
Mr. G. Dodd Galbreath, Lipscomb University, Executive Director, Institute for Sustainable
Practice
"Little Europe": A Comparison of the Sustainability Practices of Vermont with Europe
Dr. George M. Bodner, Purdue University, Arthur Kelly Distinguished Professor, Department
of Chemistry
I'm Finally Beginning to Understand Why I Didn't Understand …
Dr. Gautam Bhattacharyya, Clemson University, Department of Chemistry
Dr. Alyson Lischka, MTSU, Department of Mathematical Sciences
The Development of a Mathematics Teacher Beliefs Instrument: An Application of Item
Response Theory
Mr. Brandon Banes, Lipscomb University, Department of Mathematics
A Study of How Pre-service Elementary Teachers Learn Mathematics through Problem-based
Learning and Problem Solving
Dr. Jacqueline Nikles, University of Alabama-Birmingham, Department of Chemistry, Coordinator of Undergraduate Organic Chemistry
An Integrated Approach for Development of Scientific Writing Skills in Undergraduate
Organic Lab
Dr. Shari Stockero, Michigan Technological University, Department of Mathematics and
Cognitive and Learning Sciences, Director of Teacher Education
Using Student Mathematical Thinking
Dr. Gili Marbach-Ad, University of Maryland, Director of the Teaching and Learning
Center, College of Computer, Mathematical and Natural Sciences
Using Empirical Data on Student Values and Experiences to Promote Professional Development
in Teaching
Dr. Sarah Bleiler-Baxter, MTSU, Mathematical Sciences, and Dr. Jeff Pair, California State University Long Beach, Department of Mathematics
Let’s Get the Ball “Role”-ing: An MSE Student/Faculty Research Collaboration
Dr. Scott Lewis, University of South Florida, Department of Chemistry
The Impact of Students’ Study Habits on Academic Success in General Chemistry
Dr. Anna Grinath, MTSU, Department of Biology
Ambitious Instruction in Undergraduate Biology Laboratories
Dr. Tom Cheatham, Director, TN STEM Education Center, MTSU
Grantsmanship: Who? What? When? Why? Where? How?
Dr. Sarah Bleiler, Assistant Professor, Department of Mathematical Sciences, MTSU
Using Situated Learning Theory to Investigate the Interdisciplinary Team-Teaching
Experiences of a
Mathematician and a Mathematics Teacher Educator
Dr. Linda Gilbert, Director, Murfreesboro City Schools
Gown and Town, Research and Practice: Collaboration and Understanding make the best
Partnerships
Dr. Jeremy Strayer, MTSU, Department of Mathematical Sciences
Ready, Set, StaRT: Investigating Statistical Reasoning and Thinking
Ms. Leigh Gostowski, MTSU, Program Coordinator MTeach
Dr. Michael Sanger, MTSU, Department of Chemistry
Dr. Paul Cobb, Peabody College, Vanderbilt University
Towards an Empirically-Grounded Theory of Action for Improving the Quality of Mathematics
Teaching at Scale
Dr. Kefyn M. Catley, Western Carolina University, Director of Science Education Program