STEM ACT Conference
Friday - Sunday, May 5th-7th, 2006
Day 1 (Friday)
6:00pm Reception (Posters can be set up during this time.)
8:00pm Keynote speaker
Day 2 (Saturday)
8:30 – 10:00 Plenary
10:00 – 10:30 Break
10:30 – 12:30 Parallel sessions (3 sessions, 4 presentations each)
12:30 – 1:30 Lunch
1:30 – 3:00 Plenary
3:00 – 3:45 Break & Posters
3:45 – 5:30 Parallel sessions (3 sessions, 4 presentations each)
6:00-8:00 Dinner speaker
Day 3 (Sunday)
(see dissemination information for description of Day 3 activities)
9:00 – 12:00 Working sessions (all participants)
1:00 – 4:00 Writing committees (only committee members)
Each of the plenary sessions will be devoted to one of the themes of the conference: policy, practice, or research. Plenary sessions could be one or two speakers, or a panel. A possibility for the dinner speaker is for someone to speak about funding opportunities, either from USDOE, NSF, or private foundations.
Each of the parallel sessions will be divided into 30-minute segments. In each 30-minute segment there will be a 15-minute presentation followed by a 5-minute response and 10 minutes of discussion. All papers and responses will be made available ahead of time to all participants so 15 minutes should be sufficient for the presenter to make any salient points. There is the expectation that every participant will either be a presenter or a responder. The parallel sessions will be threaded along the themes of the conference: policy, practice, and research.
All participants may produce posters. Posters will be set up for the reception and remain on display for all the entire conference. Papers and electronic versions of the posters can become part of the electronic proceedings.
Three “white papers” on alternative certification for science teachers will be produced, each for a different audience: the science education and teacher education research communities; the education policy community; and the community of education practice including school districts, colleges of education, and other teacher education providers. Although the third white paper is directed at practice, it will not be a collection of “best practices.” Rather, it will focus on the implications of the conference findings on practice. Each white paper will be produced by a committee of conference attendees co-chaired by one of the PIs. The committees will be constituted before the conference begins. We expect that the research paper will be co-chaired by PI Feldman, the policy paper by PI Berger, and the practice paper by PI Sternheim. The morning session of the last day of the conference will be a working session. Participants will be divided into three large groups based on their interest in research, policy and practice. Each large group will be divided into groups of five or so facilitated by a member of the writing committee. The small groups will review through analysis and synthesis of what was discussed and presented during the conference. The results from these groups will be given to the writing committees. Knowledge generated during the conference will also be collected by “scribes” who will have the responsibility of note taking during each of the sessions. The scribes will receive training before the conference to make sure that they have the skills to capture the knowledge generated and shared in each session. All sessions will also be audio taped for archival purposes. During the afternoon of the last day the three committees will meet to plan out the writing process. They will draw upon the results from the morning meeting, the notes from the scribes, and the papers and responses written for the conference.
Conference papers and responses will be collected and published electronically (web and CD). Participants can also add papers to the proceedings after the conference.
Articles and papers
We expect that numerous papers and articles will be written as a result of this conference. The PIs expect to present papers at appropriate venues, such as annual meetings of AERA, NARST, ASTE, NSTA, and AACTE. Participants will present papers at professional and research conferences for their fields. The PIs and participants will also prepare papers for publication in research and professional journals.
The PIs have the expectation that each of the white papers will be used as a catalyst for additional activities, such as research proposals to NSF and other funding agencies; policy studies that seek answers to questions raised at the conference; and the development of methods, materials, and curricula to best prepare new science teachers in alternative settings.