FINESSE Goal: The FINESSE Program goal is to improve the preparation of future teachers by providing a series of high-quality, 1, 2 & 3-day professional development workshops, with year-round follow-up support, for college and university professors who teach classes to future science teachers, either in introductory college science courses or in science teaching methods courses, to better work with highly diverse student populations.
FINESSE Project Strategy: The FINESSE Team provides high-quality 1, 2 &3-day professional development workshops for college and university faculty who prepare future science teachers to work with highly diverse student populations. These workshops focus on reforming and revitalizing undergraduate science teaching methods courses and Earth and Space science survey courses that future teachers most often take to reflect contemporary pedagogies and data-rich problem-based learning approaches steeped in authentic scientific inquiry, which consistently demonstrate effectiveness with diverse students. Participants themselves will conduct mini-science data-rich research projects during the institutes using highly regarded approaches to inquiry using proven models that can be readily applied in your classes next semester. Most importantly, the Institute agenda allocates significant time to illustrating best practices for working with diverse students. Participants leave with a well-formulated action plan to reform their courses targeting future teachers to include more data-rich scientific inquiry lessons and to be better focused on improving science education for a wide diversity of students. Pre-registration is recommended and participants are encouraged to bring their personal laptop computers with MS Office (or OpenOffice) installed.
INVITED PRESENTERS INCLUDE:
Sophia Marshall, Tougaloo College, Mississippi
Windsor Morgan, Dickensen College
Rick Pomeroy, University of Califonia - Davis
Sharon Schleigh, East Carolina University
Inge Heyer, Loyola University
Deb Stork, University of Dubuque
Stephanie Slater, CAPER Center for Astronomy & Physics Education Research
Tim Slater, University of Wyoming