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Key Professional Appointments

Teaching Associate Professor, Department of Curriculum and Instruction, University of Illinois Urbana-Champaign, 2017 - present

Clinical Associate Professor, Department of Curriculum and Instruction, University of Illinois Urbana-Champaign, 2013 - 2017

Clinical Assistant Professor, Department of Curriculum & Instruction, University of Illinois Urbana-Champaign, 2008 - 2013

Assistant Professor, Department of Curriculum & Instruction, University of Illinois Urbana-Champaign, 2002 - 2008

Assistant Research Scientist, School of Education, University of Michigan, 2001 - 2002

Post-Doctoral Research Fellow, Center for Highly Interactive Computing in Education, School of Education, University of Michigan, 1999 - 2001

Post-Doctoral Research Fellow, Genetics Science Learning Center, Department of Human Genetics, University of Utah, 1998 - 1999

Post-Doctoral Research Fellow, Natural History of Genes, Museum of Natural History, University of Utah, 1998 - 1999

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Education

Ph.D., Developmental Biology and Genetics, University of Utah, 1998

B.A., History, University of Cincinnati, 1989

B.S., Biology, University of Cincinnati, 1989

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Awards, Honors, Associations

University of Illinois Undergraduate Teaching Award, University of Illinois at Urbana-Champaign, 2010 - 2011

Undergraduate Teaching Award, College of Education, 2007 - 2007

Early Research Affiliate, Project 2061, 2005 - 2007

Research & Service

My work focuses on developing and using curriculum materials that support inquiry learning in science. There exists a need to develop curriculum materials that allow teachers and students to engage in the teaching and learning of science as described in the national reform documents. Much of my work to date has addressed this need by working on developing materials that allow students to engage in extended inquiry investigations. I am interested in understanding the inquiry practices of the students as they engage in extended investigations and what learning occurs. My research examines the supports that are needed by both the teachers and students as they engage in inquiry practices.

My current work is done in a collaborative manner with teachers, scientists, and graduate students and includes examining both professional development and classroom environments.





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Publications

Wallon, R., Jasti, C., & Hug, B. (2017). A card sorting activity to engage students in the academic language of biology. The American Biology Teacher 79 (3), 233–237.  link >

Rogat, A., Hug, B., & Duncan, R. (2017). Core Idea LS1: From Molecules to Organisms: Structures and Processes. Disciplinary Core Ideas: Reshaping Teaching and Learning ( pp. 99-122). Washington DC, USA: NSTA Press.

Wallon, R., Jasti, C., Lauren, H., & Hug, B. (2017). Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation. Journal of Science Education and Technology, 1-12.  link >

Hug, B., & Planey, J. Looking Across Space and Time: Identifying patterns and scale of the spread a disease. The Science Teacher, NSTA.

Jasti, C., Lauren, H., Wallon, R., & Hug, B. (2016). Bio Bay: A game that teaches biomagnification and supports three-dimensional learning. The American Biology Teacher 78 (9), 748-754.  link >

Lauren, H., Lutz, C., Wallon, R., & Hug, B. (2016). Integrating the Dimensions of NGSS within a Collaborative Board Game about Honey Bees. The American Biology Teacher 78 (9), 755-763.  link >

Bakir, N., Devers, C., & Hug, B. (2016). Affordances and Constraints of a Blended Course in a Teacher Professional Development Program Journal of Educational Multimedia and Hypermedia, 25 (4), 323-341.

Bement, A., Dutta , D., Patil, L., & contributed, . (2015). National Academy of Engineering. (2015). Educate to Innovate: Factors That Influence Innovation: Based on Input from Innovators and Stakeholders Washington, DC: The National Academies Press.  link >

Jasti, C., & Hug, B. (2014). Simulation game helps students understand traumatic brain injury. International Society for Technology in Education (ISTE.org).  link >

Copur-Gencturk, Y., Hug, B., & Lubienski, S. (2014). The Effects of a Master’s Program on Teachers’ Inquiry-Oriented Science Instruction: Results from Classroom Observations, Teacher Reports, and Student Survey. Journal of Research on Science Teaching, 51 (2), 219–249.

Dash, C., & Hug, B. (2014). Using Google Trends to Demystify Climate Change Data. The Science Teacher, 81 (8), 51-56.

Gonzalez, M., & Hug, B. (2014). Integrating and Adapting an Inquiry Technology-Rich Curriculum in the Context of a Latin American Science Methods Course. Research on Technology Use in Multicultural Settings Charlotte, NC.

Jasti, C., Hug, B., Waters, J., & Whitaker, R. (2014). How do small things make a big difference? Activities to teach about human-microbe interactions. American Biology Teacher, 76 (9), 601-608.  link >

Lubienski, S., Hug, B., & Copur-Gencturk, Y. (2014). Lessons from a Math-Science Partnership. Teacher Education and Practice, 27 (2-3), 316-331.

Blattner, M., Hug, B., Ogrodnik, J., & Korol, D. (2013). What color do you see? A color-sorting activity in which students collect data and articulate scientific explanation. The Science Teacher, 80 (3), 62-65.

Talbot, K., & Hug, B. (2013). What makes us tick...tock?: Using fruit flies to study circadian rhythms. The Science Teacher, 80 (9), 37-43.

Blattner, M., Hug, B., Watson, P., & Korol, D. (2012). The Guppy Game: Understanding the big ideas of natural and sexual selection The Science Teacher, 79 (5), 32-37.

Planey, J., & Hug, B. (2012). Establishing Media Awareness in the Classroom: A Pyramid of Sources. The Science Teacher, 79 (1), 37-40.

Kenyon, L., Davis, B., & Hug, B. (2011). Design approaches to support preservice teachers in scientific modeling. Journal of Science Teacher Education, 22 1-21.

Muskin, J., Wattnem, J., & Hug, B. (2010). Linking science, technology, and society by examining the impact of nanotechnology on a local community. Exemplary science for resolving societal challenges ( pp. 83-92). Arlington, VA: NSTA Press.

Schwarz, C., Reiser, B., Davis, B., Andres, A., Fortus, D., Davis, E., Kenyon, L., Hug, B., & Krajcik, J. (2009). Developing a learning progression of scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46 632–654.

Hug, B. (2008). Re-examining the practice of dissection: What does it teach? Journal of Curriculum Studies, 40 (1), 91-105.

Hug, B., & McNeill, K. (2008). First and second hand experiences in science: Does data type influence classroom conversations? International Journal of Science Education, 30 (13), 1725-1751.

Kenyon, L., Schwarz, C., & Hug, B. (2008). Scientific modeling as an investigative thinking practice. Science and Children, 74 40-44.

Muskin, J., Wattnem, J., Ragusa, M., & Hug, B. (2008). Real Science or Marketing Hype? Science Teacher, 74 (4), 57-61.

Brinza, G., Davis, H., Hlinka, L., Hug, B., Planey, J., Machaka, N., & Silverman, D. Why are these dogs getting sick and what can we do about it.

Brown, A., Capell, N., Hug, B., Josek, T., Vandercar, A., & Werts, L. Why are these kids getting sick.

Caroll, B., COvert, D., Davis, H., Hug, B., Lithio, L., Novak, D., NNovak, M., Scaletta, T., Seol, K., Silverman, D., Smith, J., Pratte, S., & Reiser, B. How do Eggs become Chickens or Other Living Things? to be submitted to Achieve PRP (Nextgenerationscience.org.  link >

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Presentations

“How do eggs become chickens or other living things?” storyline unit and the “Why are dogs getting sick and what can we do about it” storyline unit (2019). NIH PAGES: Argonne National Laboratory.

Developing Storyline Units (2019). NIH PAGES: Westchester, IL.

How do Eggs become Chickens or Other Living Things? unit workshop (2019). NIH PAGES- IOWA ARS: DesMoines IA.

How Do Eggs Become Chickens or Other Living Things? A cell and developmental biology NGSS-storyline (2019). National Association Biology Teacher: Chicago, IL.

“Who wins the race and why?” storyline unit development (2019). NIH PAGES: Urbana.

“Why are these kids getting sick and how can I (and other kids) avoid getting sick?” storyline unit (2019). NIH PAGES: Urbana.

“Why so showy?” storyline unit (2019). NIH PAGES.

Taking the next step into three-dimensional teaching (2019). Impact on Science Education: Urbana, IL.

Curriculum Development and Using Lessons Learned: Looking Across Informal and Formal Contexts, What Can We Learn from Each Other? (2019). NIH: Washington DC.

PAGES: Progressing through the Ages: Global change, Evolution, and Societal well-being. (2019). NIH: Washington DC.

Science Storylines (2019). NSF.

Finding Productive Phenomena: Using an Interdisciplinary Tool for Designing NGSS-Focused Curriculum Materials (2019). National Science Teachers Association: St. Louis, MO.

How Do Eggs Become Chickens or Other Living Things? (2019). National Science Teachers Association: St. Louis, MO.

How Humans Impact the Spread of Vector-Borne Disease: Using Lyme Disease to Model Complex Human-Ecosystem Interactions. (2019). National Science Teachers Association.

Using Comics and Pop Culture References to Engage Students and Facilitate the Learning of Difficult Concepts in Biology (2019). National Science Teachers Association: St Louis, MO.

Perspectives on Enhancing Phenomena-Based Instruction Through Immersive Multimedia Narrative Exploring Climate and Disease Dynamics (2019). NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research: Baltimore, MD.

Climate Change and the Coughing Dog: Exploring Global Changes and Local Impacts Through a Phenomena-Based Case Study (2018). National Association of Biology Teachers: San Diego.

PAGES: Progressing through the Ages: Global change, Evolution, and Societal well-being. (2018). NIH: Washington, DC.

The Phenomena Finder: An Interdisciplinary Tool for Use in Designing NGSS- Aligned Curriculum Materials (2018). National Association of Biology Teachers: San Diego.

Using the Complexity of the Lyme Ecosystem to Engage Students in the Prac- tice of Developing and Using Models to Make Predictions About the Prevalence of Infec- tious Disease (2018). National Association of Biology Teachers: San Diego.

Curriculum Development and the NGSS: Connecting Science Learning With the Lived World of Our Students (2017). NIH: Washington, DC.

Developing Assessments that Elicit Learners’ Thinking, Knowledge and Skills (2017). NIH: Washington, DC.

Explore the Connections Between Ecosystems, Climate Change, and Human Interactions with Hands-on Modeling Activities (2017). National Association of Biology Teachers: St. Louis.

PAGES: Progressing through the Ages: Global change, Evolution, and Societal well-being. (2017). NIH: Washington, DC.

From Memorization to Modeling: Reconceptualizing Teaching About Cellular Division (2016). Illinois Science Teacher Association: Peoria, IL.

Implementing NGSX in Champaign and Cook Counties (2016). Illinois Science Teacher Association: Peoria.

A practical guide for aligning existing materials to the NGSS: (using) The EQuIP rubric. (2016). National Science Teachers Association: Nashville, TN.

Exploring how a collaborative board game can be used as a scientific model within the classroom (2016). National Association for Research in Science Teaching (NARST): Baltimore, MD.

From memorizing to modeling: Reconceptualizing teaching about cellular division (2016). National Science Teachers Association: Nashville, TN.

Students' development of NOS understanding: Integrating a historical case study with the revising of models (2016). NARST: Baltimore, MD.

Wake up students with activities on the genetics of sleep cycles. (2016). National Science Teachers Association: Nashville, TN.

A practical guide to aligning existing materials to the NGSS. (2015). American Biology Teachers: Providence, RI.

Using a computer game to teach scientific argumentation (2015). American Biology Teachers: Providence, RI.

Using a computer game to introduce scientific explanations to students (2015). NARST: Chicago, IL.

Food for thought: Modeling the role of glucose (2015). National Science Teachers Association (NSTA): Chicago, IL.

Math + Biology. It adds up! (2015). National Science Teachers Association (NSTA): Chicago, IL.

Using games to support students in the practice of "Developing and Using Models" (2015). National Science Teachers Association (NSTA): Chicago, IL.

Using games to support students in the practice of "Developing and Using Models" (2014). National Science Teachers Association (NSTA): Chicago, IL.

Develop students' scientific literacy using a project-based high school unit on honeybee behavior (2014). National Science Teachers Association (NSTA): Boston, MA.

Games as models: Engaging students in the NGSS practices (2014). American Biology Teacher: Cleveland, OH.

Integrating biology and physics: Lessons on light and sight (2014). American Biology Teacher: Cleveland, OH.

Integrating math in a biology classroom (2014). American Biology Teacher: Cleveland, OH.

Linking NGSS and scientists' work to integrate the nature of science: The changing model of the tree of life. (2014). National Science Teachers Association (NSTA): Boston, MA.

Modeling using digital simulations (2014). American Biology Teacher: Cleveland, OH.

Science teacher questioning while students learn with simulations (2014). National Association for Research in Science Teaching: Pittsburgh, PA.

Worms and cell biology: Connect students to scientists’ work (2014). American Biology Teacher: Cleveland, OH.

Branch out with software to create phylogenetic trees (2013). American Biology Teacher: Atlanta, GA.

Dynamic nature of science: Discovering the tree of life (2013). American Biology Teacher: Atlanta, GA.

Engage your students in science with a unit on circadian rhythms. (2013). Illinois Science Teacher Association: Tinley Park, IL.

Engaging ELLs in a High School Project Based Science Unit, What can I learn from worms? (2013). National Science Teachers Association: San Antonio, TX.

Engaging students in first and second hand data analysis: The importance of questioning strategies (2013). Association for Science Teachers Education: Charleston, SC.

Evidence, evaluation and explanations through neuroscience (2013). American Biology Teacher: Atlanta, GA.

Explore human-microbe interactions with hands-on activities (2013). American Biology Teacher: Atlanta, GA.

Food for thought: Investigating what fuels us (2013). American Biology Teacher: Atlanta, GA.

Go full screen with NGSS: A model for teaching with video (2013). American Biology Teacher: Atlanta, GA.

Incorporating the claim, evidence, and reasoning framework into an engaging computer game and project-based-science curriculum unit using the science of traumatic brain injury, Teacher workshop propos (2013). National Science Teachers Association: San Antonio, TX.

Project NEURON (2013). National Institutes of Health: Omaha, Nebraska.

Scaffolding learning with simulations in high school biology (2013).

Scientists for your school: Curriculum resources linking University scientists with sixth through twelfth graders (2013). Illinois Science Teacher Association: Tinley Park, IL.

Using a Project Based Science Unit, What changes our minds? to Link Next Generation Science Standards, Common Core Standards and Student Engagement. (2013). National Science Teachers Association: San Antonio, TX.

Using real scientific research to develop students' ability to analyze and interpret data: Making connections to the scientific practices. (2013). National Science Teachers Association: Boston, MA.

What makes honeybees work together? (2013). American Biology Teacher: Atlanta, GA.

(Re)Generating Scientific Explanations: Using planarian experiments to develop student explanations of science content, Teacher workshop proposal for NSTA (2012). National Science Teachers Association (NSTA): San Antonio, TX.

BrainCASE: The Golden Hour (2012). National Institutes of Health: Washington, DC.

Brainy Games: Linking Curriculum with Computer Games (2012). American Biology Teacher: Dallas, TX.

Change in Teachers' Instructional Practices Over Time: The Effects of Master's Program on Science Instruction (2012). National Association for Research in Science Teaching: Indianapolis, IN.

Educative Curriculum Materials that Allow for Learned Adaptations: Ensuring Quality of Implementation (2012). National Association for Research in Science Teaching: Indianapolis, IN.

Elementary preservice teachers’ developing understandings of scientific modeling: Linking scientific modeling with inquiry (2012). Association for Science Teachers Education: Clearwater Beach, FL.

Investigating the biology of circadian rhythms (2012). American Biology Teacher: Dallas, TX.

Investigating the Effects of a Master’s Program on Teachers’ Instruction: Perspectives of External Observers, Teachers, and Students (2012). Association for Science Teachers Education: Clearwater Beach, FL.

Learning Isn't a Game…Or Is It? Using Games to Engage Students (2012). National Science Teachers Association (NSTA): Indianapolis, IN.

Linking Science, Technology and Society. A special session organized by R. Yager (past president of NSTA, 1982-83) (2012). National Science Teachers Association (NSTA): Indianapolis, IN.

Nanoparticles: Engaging Students with Hands-On Nanotechnology Laboratory Activities (2012). National Science Teachers Association (NSTA): Indianapolis, IN.

Project NEURON (2012). National Institutes of Health: Washington, DC.

The iRISE Project: a New Model for Educating Both Science and Engineering Researchers and In-Service Teachers (2012). Association for Science Teachers Education: Clearwater Beach, FL.

Turning "Game Time" into "Brain Time": Linking In-class Curricula with Video Games at Home (2012). National Science Teachers Association (NSTA): Indianapolis, IN.

What Makes Something Professional Development: Is it an institute, a course, a web-resource or something else? (2012). Association for Science Teachers Education: Clearwater Beach, FL.

Do you see what I see? (2011). American Biology Teacher: Minneapolis, MN.

Do you see what I see? A novel secondary school curriculum for guiding explorations on the evolution of visual perception (2011).

Ecosystems Biology: Past, Present and Future, Teacher workshop presented at NABT (2011).: Minneapolis, MN.

Project NEURON (2011).: Seattle, WA.

Finding Productive Phenomena: Using an Interdisciplinary Tool for Designing NGSS-Focused Curriculum Materials. National Science Teachers Association: St. Louis.

Using Comics and Pop Culture References to Engage Students and Facilitate the Learning of Difficult Concepts in Biology. National Science Teachers Association: St. Louis.

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Grants

Principal Investigator, PAGES (Progressing through the Ages: Global climate change, Evolution, and Societal well-being) (R25), National Institutes of Health, 2016 - 2021

Co-Principal Investigator, Advancing Arctic Paleoecology: An Integrative Approach to Understanding Species Refugia and Population Dynamics in Response to Late-Quaternary Climate Change, National Science Foundation, 2014 - 2020

Principal Investigator, Practices Integrated across Mathematics, Engineering and Science (PrIMES), Illinois State Board of Education, 2017 - 2019

Principal Investigator, Project NEURON (Novel Education for Understanding Research On Neuroscience), National Institutes of Health, 2009 - 2016

Senior Personnel, Entrepreneurial Leadership in STEM Teaching & Learning (EnLiST), National Science Foundation, 2009 - 2014

Principal Investigator, Mathematics Science Partnership: Sense-Making in Science and Mathematics, Illinois State Board of Education, 2007 - 2012

Senior Personnel, I-LLINI Partnerships: Lifelong Learning IN Illinois for 21st Century Teachers, Illinois Board of Higher Education, 2007 - 2011

Principal Investigator, A Learning Progression for Scientific Modeling, National Science Foundation (Northwestern University), 2006 - 2011

Advisor, The Illinois Critical Technologies Partnership, Illinois State Board of Education, 2007 - 2009

Principal Investigator, Collaborative Research: Developing the Next Generation of Middle School Science Materials -- Investigating and Questioning Our World through Science and Technology, National Science Foundation (Northwestern University), 2004 - 2008

Principal Investigator, Examining Firsthand and Secondhand Experiences: Understanding Investigative Design, Data Collection and Analysis in Science Learning as Practiced in the Classroom, Campus Research Board, 2006 - 2007

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Courses

Intro Tchg in a Diverse Societ (CI 401) Orients the student to ways in which English, Mathematics, Science, Social Studies or Computer Science is learned in school settings. Integrates an introduction to the use of technology as both a tool and a context for teaching and learning. As participants in a series of learning activities, students will reflect on the teaching and learning of English, Mathematics, Science, Social Studies or Computer Science from an inquiry oriented perspective. Coursework is integrated with a school field experience to connect theory with practice in an examination of research and current trends. Section S: Reserved for students in Science Education.

Tchg Elem Science I (CI 450) Course is the first of two, 3-hour science methods courses in the elementary education program, which will examine elementary science content, learning theory, and the teaching of science in the elementary school.

Tchg Elem Science II (CI 451) Course is the second of two 3-hour science methods courses in the elementary education program. Focus on in-depth understanding of inquiry science teaching. Coursework is integrated with field assignments in schools. Topics include curriculum materials; literacy instruction in science; children's "thinking" about science; differentiated instruction; assessment; incorporating technology.

Tchg Elem Science II (CI 451) Course is the second of two 3-hour science methods courses in the elementary education program. Focus on in-depth understanding of inquiry science teaching. Coursework is integrated with field assignments in schools. Topics include curriculum materials; literacy instruction in science; children's "thinking" about science; differentiated instruction; assessment; incorporating technology. This section is for students in C3 who have instructor approval to take the course fully remote.

Soc Stu as Action and Inquiry (CI 452) This course continues the application of methods and content knowledge from CI 448 and will use an inquiry approach to study classrooms and school communities. Students will learn about teacher action research and begin planning an implement classroom inquiry in their teaching, first as a small pilot project and then a more extensive study connected with EdTPA assignments. The continuing themes of active citizenship, diversity, equity, and professional practices will guide learning and action research planning.

Translating Science (CI 499) Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member. Translating Science: Connecting the Next Generation Scientist with K12 Educators. This graduate level seminar course will help interested science graduate students learn about and engage in meaningful outreach activities. Students will work with licensed science educators in addition to their traditional university level instructors and mentors to learn how to better reach teachers and K-12 students. It will provide the theoretical foundation and practical tools needed to develop outreach materials grounded in science education literature, policy, and best practices. Course work will focus on developing a science investigation or outreach activity for use in a K-12 classroom linked to graduate students’ science interests and/or personal research projects. Optional work in subsequent semesters would include implementation in K-12 settings and writing a practitioner-focused manuscript in collaboration with practicing teachers.

Ed Reforms & Inquiry (CI 544) This course examines the history of educational reform efforts since the 1950s from the lens of inquiry, teaching and learning. The course examines developments in our understandings of inquiry as a pedagogical approach and set of instructional outcomes in middle and high school STEM education, as well as implications for instruction in classrooms.

Capstone Project (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. OMST students are the only students who can register for this section. Please note you must have taken Part 1 before Part 2. Synchronous attendance Required.

Capstone Project (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. Please note you must have taken Part 1 before Part 2. Synchronous attendance Required.

Capstone Project 2 (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice.

Capstone Project (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. Please note you must have taken Part 1 before Part 2.

Capstone Project 1 (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice.

Capstone Project (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. OMST students are the only students who can register for this section. Please note you must have taken Part 1 before Part 2.

Independent Study (CI 595) Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student, and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. Topic: Independent Study for ESL/Bilingual Certification

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Teaching Associate Professor, Curriculum & Instruction

Contact

Office

303 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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