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Oregon Teacher of the Year, Brett Bigham, to speak April 18

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aBigham-Brett_021_The College of Education in collaboration with the College of Liberal Arts presents a Special Seminar by Brett Bigham entitled “Oregon State Teacher of the Year: The Path to Advocacy.” The seminar will take place on Friday, April 18, 2014 from 10:30 – 11:30 a.m in 202 Furman Hall.

BRETT’S BIO:

Brett Bigham is the first Special Education Teacher in Oregon to be named Teacher of the Year. He is a fierce advocate for at-risk youth and children with Special Needs. Brett is a graduate of OSU and the Department of Communications.  In his role as teacher he works with a variety of students with emotional, physical and communication issues he has built a program around the communication skills he received from his program at OSU. Brett was a member of the OSU Forensics Team and won over 50 state and national awards for the Beavers and in his current role he is traveling the state and country as Oregon’s Ambassador for education.

State Representative Sara Gelser will be joining us for this special seminar as well.

 

Seminar: Investigating Lifelong Science Learning

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College of Education faculty member John Falk
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John H. Falk, Professor and Interim Director of the Center for Research in Lifelong STEM Learning

The Lifelong STEM Learning Campus-wide Seminar Series and Discussion Forum 2012-2013 continues on Tuesday, June 11th with a seminar led by Dr. John H. Falk entitled “Investigating Lifelong Science Learning.”

The seminar takes place from 4:00 – 5:00 p.m. and can viewed in Kidder 202, via Polycom to Cascades Campus Cascade Hall 112, and streaming online at live.oregonstate.edu. 

Seminar Synopsis:
When do people learn science?  Why do people learn science?  Where do people learn science?  In this talk derived from an NSF Distinguished Lecture, Dr. John H. Falk will present a brief overview of the growing understanding of how the public learns science across their lifetime.  Dr. Falk will summarize two recent large-scale research studies. The first study sought to determine the relative contributions to public science understanding made by key sources of science education – schooling, free-choice learning and the workplace.  The second study attempted to better understand the functioning of the infrastructure that supports public science education in the United Kingdom by using community ecology frameworks.  The seminar will conclude with some thoughts and discussion about the implications of these findings for conducting science education research in the future.